The impact of teachers’ perspectives on the development of computing as a subject - Kennewell, Steve; Barnes, Jan (Debates in Computing and ICT Education, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 2129771:DLA98QSG 2129771:LV79K5MB
Keywords: __C:filed:1

Introducing Geographic Information Systems with ArcGIS: A Workbook Approach to Learning GIS - Kennedy, Michael D. (John Wiley & Sons, 2013)
An integrated approach that combines essential GIS background with a practical workbook on applying the principles in ArcGIS 10.0 and 10.1 Introducing Geographic Information Systems with ArcGISintegrates a broad introduction to GIS with a software-specific workbook for Esri's ArcGIS. Where most courses make do using two separate texts, one covering GIS and another the software, this book enables students and instructors to use a single text with an integrated approach covering both in one volume with a common vocabulary and instructional style. This revised edition focuses on the latest software updates—ArcGIS 10.0 and 10.1. In addition to its already successful coverage, the book allows students to experience publishing maps on the Internet through new exercises, and introduces the idea of programming in the language Esri has chosen for applications (i.e., Python). A DVD is packaged with the book, as in prior editions, containing data for working out all of the exercises. This complete, user-friendly coursebook: Is updated for the latest ArcGIS releases—ArcGIS 10.0 and 10.1 Introduces the central concepts of GIS and topics needed to understand spatial information analysis Provides a considerable ability to operate important tools in ArcGIS Demonstrates new capabilities of ArcGIS 10.0 and 10.1 Provides a basis for the advanced study of GIS and the study of the newly emerging field of GIScience Introducing Geographic Information Systems with ArcGIS, Third Edition is the ideal guide for undergraduate students taking courses such as Introduction to GIS, Fundamentals of GIS, and Introduction to ArcGIS Desktop. It is also an important guide for professionals looking to update their skills for ArcGIS 10.0 and 10.1.
Google-Books-ID: v6WcvrT8jRsC
Keywords: Science / Earth Sciences / Geography

How does professional development improve teaching? - Kennedy, Mary M. (Review of Educational Research, 2016)
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.
Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654315626800 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315626800 2405685:T5F8AEJQ 2534378:WFATBSZB

Challenges of Technical Vocational Teacher Education and Teaching in Nigeria: The Need for Intervention - Kennedy, George W; Udoetuk, Udeme S (2017)
This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.
Keywords: _C:China CHN; _C:India IND; _C:Japan JPN; _C:Nigeria NGA; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

The Potential of MOOCs for Large-Scale Teacher Professional Development in Contexts of Mass Displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.
Publisher: UCL IOE Press KerkoCite.ItemAlsoKnownAs: 2129771:7VCJER7N
Keywords: Access to Education; Blended Learning; Children; Developing Nations; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Instructional Effectiveness; Internet; Online Courses; Public Schools; Refugees; Sustainability; Teacher Collaboration; Teacher Educators; Teachers; Telecommunications; Vocational Education; Workshops; __C:filed:1; ⛔ No DOI found

The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.18546/lre.17.2.04 4804264:YBD7VSMW
Keywords: Final_citation; cited; existing

A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement - Kennedy, E.; Moghli, M. A.; Chase, E.; Pherali, T.; Laurillard, D. (NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies, 2019)
Keywords: ⛔ No DOI found

Information Quality: The Potential of Data and Analytics to Generate Knowledge - Kenett, RS; Shmueli, G (John Wiley & Sons, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:NLJM5ZDC 2486141:8XXYK4MN

Gut zu wissen: Technologiegestütztes Lernen während der Arbeit - Kempter, Guido; Jost, Patrick; Künz, Andreas (Zukunft der Arbeit–Perspektive Mensch, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9LYYEHHB 2129771:G2L857J8 2129771:JQIJEU2X
Keywords: __C:filed:1

Thinking and working with political settlements - Kelsall, Tim
KerkoCite.ItemAlsoKnownAs: 2129771:J32WWS87
Keywords: ⛔ No DOI found

5 Challenges of Digital Transformation in the Public Sector - Kelly, Piers (GovNet, 2023)
Discover the hurdles of digital transformation in the public sector: legacy systems, budget constraints, data security, and change resistance.
KerkoCite.ItemAlsoKnownAs: 4804264:CI4SXX2D 4804264:NR3BSQYC
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Handbook of implementation science for psychology in education - Kelly, Barbara; Perkins, Daniel F. (Cambridge University Press, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:ZRWZNWL7

Case study for integrating education for sustainable development in model youth polytechnics in Kenya - Kelemba, Joy Kasandi (2010)
KerkoCite.ItemAlsoKnownAs: 2129771:36AESCB2 2317526:V923L3JH

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (International Review of Research in Open and Distance Learning, 2012)
[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT
Keywords: Collaboration; Cooperating teachers; Distance education; Distance learning; Education–Adult Education; Feedback; Independent study; Interactive learning; Supervisors; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096507; __finaldtb; adult learning; interactive learning environments; teaching practice

Viewing mobile learning from a pedagogical perspective. - Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter (Research in Learning Technology, 2012)
00054 KerkoCite.ItemAlsoKnownAs: 10.3402/rlt.v20i0.14406 10/gf62hb 2129771:IU287RY8 257089:UN6577BP

Digital humanities, libraries, and partnerships: a critical examination of labor, networks, and community - Kear, Robin; Joranson, Kate (Chandos Publishing, an imprint of Elsevier, 2018)
OCLC: on1001456620
Keywords: Digital humanities; Digital libraries; Humanities; Libraries and Museums

ARTTE Applied Researches in Technics, Technologies and Education - Kazlacheva, Zlatina; Georgieva, Krasimira; Tassev, Georgi; Ganev, Nikolai; Ginkov, Iliya; Vassiliadis, Savvas; Elnashar, Elsayed; Belino, Nuno; Daskalov, Plamen; Kanchev, Angel
KerkoCite.ItemAlsoKnownAs: 2129771:NBEF42I9
Keywords: _C:Bulgaria BGR; _C:Czech Republic CZE; _C:Egypt EGY; _C:Greece GRC; _C:Japan JPN; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Serbia SRB; _C:Slovakia SVK; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Effects of "Girl‐Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso - Kazianga, Harounan; Levy, Dan; Linden, Leigh L.; Sloan, Matt (American Economic Journal: Applied Economics, 2013)

(untitled) - Kazianga (2012)

Guidance Note on Climate-Smart School Construction Planning (Draft for Discussion) - Kazemi, Maha; Mackintosh, Alasdair; Ramirez, Ana; Sullivan, Ian

A guide for Accelerated Education Programme designers, implementers, evaluators and agencies - Kayla Boisvert; Jennifer Flemming; Ritesh Shah (2017)

Nepal “Ask me anything” Session: Responses to audience questions - Kaye, Tom; Groeneveld, Caspar; Moss, Caitlin; Haßler, Björn (EdTech Hub, 2020)
On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
EdTechHub.Source: 2405685:UXQG7GRG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 2129771:X82WTVD8 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:UXQG7GRG
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Nepal; F: Helpdesk response; LP: English; _C:Austria AUT; _C:Bangladesh BGD; _C:Kenya KEN; _C:Korea XKOR; _C:Liberia LBR; _C:Nepal NPL; _C:Pakistan PAK; _C:Singapore SGP; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (Zenodo, 2020)
On 17 March 2020, Bangladeshi schools were closed to restrict the spread of Covid-19. Overnight, an education system supporting more than 36 million learners pivoted to distance learning (⇡World Bank, no date). The government worked in close collaboration with other stakeholders to deploy print, radio, TV, mobile, and online resources to provide educational continuity. The UK FCDO Bangladesh team requested a topic brief from the EdTech Hub to provide guidance on monitoring distance education in Bangladesh. Specifically, the Hub was requested to provide recommendations, based on lessons learned internationally, on how the government could put in place systems to improve the monitoring of distance learning to support strategic decision-making. The EdTech Hub team conducted a desk review to understand how to best monitor distance education in Bangladesh. Phase one was a rapid review of Bangladesh’s education system. Phase two examined global literature and case studies to identify strategies used to monitor distance education. The review traversed South Asia and other low-income countries globally. This brief focuses solely on monitoring distance learning. It does not attempt to explore modalities for distance education or look at the impact of school closures.
zotzenLib.CopiedFrom: 2486141:ZYQNAMC6 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 2129771:CTZNTV64 2339240:3TNWACL9 2405685:HRT8E6US
Keywords: ___duplicate_item

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 2129771:MSFWXSWR 2339240:2K6FG2CF 2405685:DAFBBJ3F 2405685:HRT8E6US 2405685:XUVA9827
Keywords: ___duplicate_item; dode_eth-src-dode; dode_eth-trf2-dode

Bangladesh Back-to-School Campaign - Kaye, Tom; Chuang, Rachel; Moss Coflan, Caitlin; Haßler, Björn (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _publish; _r:ImportedToMyEducationEvidence; _yl:g; _zenodoETH; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya - Kaye, Tom (Trust, Accountability and Capacity in Education System Reform, 2020)

Öğretimde Tablet Kullanımı: Bir Tutum Ölçeği Geliştirme Çalışması - KAYAPINAR, Ulas; SPATHOPOULOU, Filomachi; SAFIEDDINE, Fadi; NAKHOUL, Imad; KADRY, Seifedine (Eurasian Journal of Educational Research)
EdTechHub.ItemAlsoKnownAs: 2129771:CPKVTGV4
Keywords: __C:filed:1; ⛔ No DOI found

Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics. - Kayapinar, Ulas; Spathopoulou, Filomachi; Safieddine, Fadi; Nakhoul, Imad; Kadry, Seifedine (Eurasian Journal of Educational Research, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:76X8A39V
Keywords: _C:Belgium BEL; _C:Brazil BRA; _C:Canada CAN; _C:Denmark DNK; _C:France FRA; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Kuwait KWT; _C:Lebanon LBN; _C:Malawi MWI; _C:Nigeria NGA; _C:Romania ROU; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Turkey TUR; _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

MOOCs for Professional Development of Teachers through E-Learning System: The Indian Scenario - Kayal, Soumen; Kayal, Baisakhi Das (SRELS Journal of Information Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17821/srels/2020/v57i2/151966 2129771:3DTBRMRT
Keywords: _C:France FRA; _C:India IND; _C:Kenya KEN; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis - Kay, Robin; Lauricella, Sharon (Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2011)
Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking...
Publisher: Canadian Network for Innovation in Education KerkoCite.ItemAlsoKnownAs: 10.21432/T2S598 2129771:I6H3W8QX

Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report - Kawa, Muniru; Graham, Hannah; Lee, Philip; Murray, Tobias; Malyon, Stephanie (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YER5RF7X 2339240:EPHMUJLL 2405685:F8XG7GDF
Keywords: _C:Sierra Leone SLE

Lecturer Based Supportive Tool Development and Approaches for Learning Material Sharing under Bandwidth Limitation - Kautsar, Irwan Alnarus; Kubota, Shinichiro; Musashi, Yasuo; Sugitani, Kenichi (Journal of Information Processing, 2016)
総合学術電子ジャーナルサイト「J-STAGE」－国内で発行された学術論文全文を読むことのできる、日本最大級の総合電子ジャーナルプラットフォームです。
KerkoCite.ItemAlsoKnownAs: 10.2197/ipsjjip.24.358 10/gf62h4 2129771:GWYEQMHC
Keywords: __C:filed:1

Synchronizing learning material on Moodle and lecture based supportive tool: The REST based approach - Kautsar, I. A.; Musashi, Y.; Kubota, S. I.; Sugitani, K. (2015 International Conference on Information Communication Technology and Systems (ICTS), 2015)
A lecturer's role are the important part for the success of any eLearning platform, include Moodle LMS. Because only lecturers that enrich learning materials. Unfortunately, Indonesia still faces the bandwidth gap that made difficulties to use Moodle as a daily basis. Moreover, it will become complex when lecturer decide to install it on a local machine. This paper presents supportive tool that not only for enrich learning materials in offline conditions with easy initiation steps, but also synchronize it on remote LMS using Moodle RE ST web service in order to share learning material in limited bandwidth.
KerkoCite.ItemAlsoKnownAs: 10.1109/icts.2015.7379896 10/gf62h5 2129771:D7JG3IA4
Keywords: Decision support systems; Hafnium; Information and communication technology; Moodle; Moodle LMS; Moodle REST Web service; REST; REST-based approach; Supportive Tool; Web Service; Web services; bandwidth gap; e-Learning platform; learning management systems; learning material; remote LMS; synchronisation; synchronization

Qualitative exploration of digital chatbot use in medical education: A pilot study - Kaur, Anjuli; Singh, Sid; Chandan, Joht S.; Robbins, Tim; Patel, Vinod (Digital Health, 2021)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 2129771:938ZKFNM 2129771:KY594F3S 2129771:RDW97XGF
Keywords: Artificial intelligence; digital health; education; lifestyle; machine learning; technology

21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation - Kaufman, Kristina J. (Kappa Delta Pi Record, 2013)
Publisher: Routledge _eprint: https://doi.org/10.1080/00228958.2013.786594 KerkoCite.ItemAlsoKnownAs: 10.1080/00228958.2013.786594 2129771:B9RM5BSB 2486141:3WDDIQAG

Kaufman's Clinical Neurology for Psychiatrists - E-Book - Kaufman, David Myland; Geyer, Howard L.; Milstein, Mark J.; Rosengard, Jillian (Elsevier Health Sciences, 2022)
The only reference to focus on the must-know aspects of neurology for psychiatrists, Kaufman's Clinical Neurology for Psychiatrists, 9th Edition, brings you up to date with the knowledge you need to excel on the American Board of Psychiatry and Neurology and other examinations. It fully covers the exam topics you’ll encounter, along with new content, high-quality illustrations, and multiple-choice questions. In addition, this book prepares you for clinical work in the 21st century. Discusses timely, clinically-relevant topics such as chronic and acute traumatic brain injury, Alzheimer’s disease, correctible causes of dementia, violence, neurologic illnesses that present with symptoms of autism, illicit drug use, stroke, migraine, Parkinson’s disease, tardive dyskinesia current treatments, and more. Includes nearly 2,000 multiple-choice questions both in print and online—all written to help you succeed on the ABPN certifying exam. Features new content, new and improved clinical illustrations: life-like patient sketches, anatomy line drawings, CTs, MRIs, and EEGs. Explains each condition's neurologic and psychiatric features, easily performed office and bedside examinations, appropriate tests, differential diagnosis, and management options. Correlates neurologic illnesses with the DSM-5.
Google-Books-ID: 0jxZEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4804264:RJ3U4KK8
Keywords: Final_citation; Medical / Neurology; Medical / Psychiatry / General

Liebe Leserinnen und Leser, - Kauffmann, Gesine (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:JUHHBITP 2486141:RPLHH4RT
Keywords: ⛔ No DOI found

Bringing Human Rights Education to US Classrooms: Exemplary Models from Elementary Grades to University - Katz, Susan Roberta (Palgrave, 2015)
Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students-pri

Human rights based approach to disability in development in Uganda: A way to fill the gap between political and social spaces? - Katsui, Hisayo; Kumpuvuori, Jukka (Scandinavian Journal of Disability Research, 2008)
Publisher: Taylor & Francis

A Chatbot for Changing Lifestyle in Education - Kasthuri, E.; Balaji, S. (2021 Third International Conference on Intelligent Communication Technologies and Virtual Mobile Networks (ICICV), 2021)

Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education - Kassim, Halima-Sa'adia; Rampersad, David (Journal of Learning for Development, 2022)
This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:ZVMJ4ZA4
Keywords: Access and participation; Caribbean; Equity; Measurement and monitoring; The University of the West Indies; _genre:PR-primary_research; ⛔ No DOI found

Ascertaining impacts of capacity building in open educational practices - Karunanayaka, Shironica P.; Naidu, Som (Distance Education, 2020)
Interest in the adoption of open educational practices (OEP) is growing, and the strongest arguments in its favor are that the adoption of such practices has the best chances of making education affordable and accessible to all. However, engagement with such practices requires the adoption of a fundamentally different set of beliefs and value systems about the role of education and educational resources in the development of societies. The development of these beliefs and values are achievable through a combination of strategies. These include appropriate policies, as well as capacity building through sustained engagement in carefully designed learning experiences, which involves people reflecting on authentic problems and situations around the adoption of OEP. The impacts of such capacity building are difficult to ascertain because they are an outcome of a combination of factors involving the practitioners themselves, their educational context, as well as their views about intellectual property, its ownership, and role in educational development. This article discusses our approach to shifting the mindsets of practitioners around OEP and ascertaining its impacts on them.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757406
Keywords: MOOC design; capacity building; impacts; open educational practices; shifting perceptions and perspectives

Big Data in Climate: Opportunities and Challenges for Machine Learning - Karpatne, Anuj; Kumar, Vipin (Proceedings of the 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining, 2017)

COVID-19 put 1.6 billion children out of school. Here's how to upgrade education post-pandemic - Karboul, Amel (World Economic Forum, 2020)
Outcomes-based education, where funding is dependent on results, could help ensure quality schooling for millions in a post-pandemic world where social budgets are constrained.
KerkoCite.ItemAlsoKnownAs: 2129771:7UAAWWMH 2486141:RSDYIQWI

Disability in contexts of displacement - Karanja, Michael (Disability Studies Quarterly, 2009)
ISBN: 2159-8371 KerkoCite.ItemAlsoKnownAs: 10.18061/dsq.v29i4.969 2129771:LTNM36C3
Keywords: __C:filed:1

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa - Karamperidou, Despina; Brossard, Mathieu; Peirolo, Silvia; Richardson, Dominic (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 4556019:46I4AY4L

Integrating problem-based learning with ICT for developing trainee teachers' content knowledge and teaching skill - Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad (International Journal of Education and Development using Information and Communication Technology, 2013)
Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.
KerkoCite.ItemAlsoKnownAs: 2339240:K4C794SK 2534378:DMHQTSGS 2534378:DRGJJFB4
Keywords: _THEME: Curriculum and resources; __:import:01; __:match:final; __:matched; __:study_id:2096422; __finaldtb; ⛔ No DOI found

Utilization of water reed in production of various insulation panels - Karademir, Arif; Yetis, Ferhat; Imamoglu, Sami; Varlıbas, Hulya (Science and Engineering of Composite Materials, 2013)
Some panels and particleboards were made from reed mats and blends of reed-wood chips to be used inside buildings for sound and heat insulations. It was seen that the outer layers of the reed body (spike) was almost water resistant and exceptionally resistant to the penetration of common adhesives. Therefore, the panels from stitched reed mats exhibited very poor mechanical strength. The sound transmissions of such panels (1–3 km/s) made with various combinations, however, were recorded to be excellent compared with that of particleboards made of wood (17 km/s). Blends of reed chips (2 cm) and wood chips, however, gave particleboards with better mechanical properties (5–17 MPa) than that of panels made from reed mats (2 MPa). An increasing amount of reed chips in tested particleboards was recorded to be improving both sound and heat insulations from 17 to 6 km/s and from 0.34 to 0.27 W/mK, respectively. The bending strength of samples, however, was reduced from 26 to 5 MPa. Thickness swelling was also noted to increase from 18% to 85% due to reed chips addition. It was concluded that the outer layers of water reeds should be modified via chemical and/or enzymatic methods to increase the interfacial bounds between adhesives.
Publisher: De Gruyter
Keywords: heat insulation; insulation panels; particleboards; sound insulation; water reeds

Current and potential future seasonal trends of indoor dwelling temperature and likely health risks in rural Southern Africa - Kapwata, Thandi; Gebreslasie, Michael T.; Mathee, Angela; Wright, Caradee Yael (International journal of environmental research and public health, 2018)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15050952 2129771:69DINMNG 4682641:USE7MRT4
Keywords: BE:LMIC; BE:RELEVANT

Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India - Kapasia, Nanigopal; Paul, Pintu; Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip (Children and Youth Services Review, 2020)
To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2020.105194 2129771:ZQEYBT8E 2405685:Q7MA9TN9
Keywords: COVID-19; E-learning; Lockdown; Undergraduate and postgraduate learners; West Bengal; _COVID_DEAA-List; __C:filed:1

The Impact of Covid-19 on International Higher Education: New Models for the New Normal - Kanwar, Asha; Carr, Alexis (Journal of Learning for Development, 2020)
COVID-19 has had a major impact on international higher education with border closures, cancelled flights, and a shift to online teaching and learning. As a result, many international students have decided to either abandon or defer their plans to study abroad. If students stay in their home countries, many institutions that rely heavily on foreign students’ fees will suffer, with potential impacts on national economies. Beyond the economic implications, it is also important to consider the personal impact of COVID-19 on international students, who may face delays or obstacles to program completion, employment and/or immigration. Though there are certainly risks and losses in the short term, the demand for international education, and the benefits it offers, are expected to grow. This presents an opportunity for higher education institutions (HEIs) and governments, not just to lessen the impact of COVID-19 on their current business models, but to explore new models and opportunities. HEIs and governments must look at redefining international higher education for the new normal, which will entail a shift in policies and programmes. This paper outlines the implications of the COVID-19 crisis for international higher education and presents potential opportunities for governments and higher education institutions to refresh and redefine their approaches for the new normal.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:K8A9ZZE5
Keywords: Higher Education and Covid-19; International Higher Education; Internationalisation; ⛔ No DOI found

Can the Ugly Duckling of ODL be Transformed into a Swan? The MOOC Effect - Kanwar, Asha (2013)
Public Lecture, University of South Africa (Unisa), Johannesburg, South Africa, 4 October 2013 by Professor Asha Kanwar, Commonwealth of Learning // Or more pertinently for us,‘Can the ugly duckling of ODL be transformed into a swan? What is the MOOC Effect? As you know, as distance educators we have been constantly working towards ‘parity of esteem’ with a system of higher education which goes back 900 years. In many developing countries ODL is still regarded as a second chance and second choice option. MOOCs, a form of distance learning has captured global media attention in the past two years. Will some of this high profile rub off on more traditional ODL provision?
KerkoCite.ItemAlsoKnownAs: 2129771:EXDNGKEC
Keywords: ⛔ No DOI found

Tensions and dilemmas of cross-cultural transfer of knowledge: post-structural/postcolonial reflections on an innovative teacher education in Pakistan - Kanu, Yatta (International Journal of Educational Development, 2005)
ISBN: 0738-0593 Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2005.01.002 2129771:X3AA34IC

Enhancing teacher assessment practices in South African schools: Evaluation of the assessment resource banks - Kanjee, Anil (Education as change, 2009)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/16823200902940599 2129771:KUUDIVCI

Facilitator's Guide to Participatory Decision-Making - Kaner, Sam (John Wiley & Sons, 2014)
Unleash the transformative power of face to face groups The third edition of this ground-breaking book continues to advance its mission to support groups to do their best thinking. It demonstrates that meetings can be much more than merely an occasion for solving a problem or creating a plan. Every well-facilitated meeting is also an opportunity to stretch and develop the perspectives of the individual members, thereby building the strength and capacity of the group as a whole. This fully updated edition of The Facilitator's Guide to Participatory Decision-Making guides readers through the struggle and the satisfaction of putting participatory values into practice, helping them to fulfill the promise of effective group decision-making. With previous editions already embraced by business and community leaders and consulting professionals around the world, this new book is even more insightful and easy to use. New for this edition: 60 pages of brand new skills and tools Many new case examples Major expansion and reorganization of the advanced sections of the book. New chapter: Teaching A Group About Group Dynamics Doubled in size: Classic Facilitator Challenges. Substantially improved: Designing Realistic Agendas – now three chapters, with wise, insightful answers to the most vexing questions about meeting design.
Google-Books-ID: oGJiAwAAQBAJ
Keywords: Business & Economics / Decision-Making & Problem Solving; Business & Economics / General; Business & Economics / Management; Business & Economics / Organizational Development

An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children With Autism - Kanakri, Shireen M.; Shepley, Mardelle; Tassinary, Louis G.; Varni, James W.; Fawaz, Haitham M. (Environment and Behavior, 2017)
The objective of the present study is to explore the impact of acoustical design on children with autism in school classrooms. Empirical research on this topic will provide information on how interior space features and spatial environment characteristics can be used to support the learning and developmental needs of children with autism. Specifically, the connection between repetitive behaviors and ambient noise levels in school classroom environments was observed in four classrooms. The occurrence of repetitive motor movements, repetitive speech, ear covering, hitting, loud vocalizations, blinking, and verbally complaining in relation to decibel levels were analyzed using Noldus Observer XT software. As hypothesized, a correlation between noise levels and frequency of target behaviors was found; that is, as decibel levels increased, several of the observed behaviors occurred with greater frequency. Further empirical testing is necessary to test a causal relationship between increased ambient noise levels and autism-related behaviors, and sensory discomfort as a mediator of that relationship. Findings are applied to the development of classroom design guidelines.

Transformation of Education Policy and Governance in the Digital Era - Kamp-Hartong, S.; Piattoeva, N.; Saari, A.; Savage, G. (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:I6G6EY4M
Keywords: Final_citation; anystyle; existing

Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone - Kamara, Alhaji Bakar (Asian Journal of Interdisciplinary Research, 2020)
As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.
KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:458LFMMX 2486141:SXTZ66DT
Keywords: Training College

View of Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone | Asian Journal of Interdisciplinary Research - Kamara, Alhaji Bakar (Asian Journal of Interdisciplinary Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:2SLNN2ZL 2129771:AZF8GDA2 2486141:ESCK26NT 2601447:3XAPE3JH 4556019:QFWKFLQK
Keywords: _C:Sierra Leone SLE

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone - Kamanda, Mamusu; Madise, Nyovani; Schnepf, Sylke (International Journal of Educational Development, 2016)
In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.09.008 2129771:24DRB739 2129771:QXGQZQLQ 2405685:YPUYEULY
Keywords: Girls’ education; Mothers’ education; School attendance; Sierra Leone; _C:Sierra Leone SLE

Investigating ICTs for Education in Marginalized Communities - Kamal, Mehruz; Diksha, Diksha (2019)
Keywords: ⛔ No DOI found

Kenya Association of Manufacturers (Kenya) - KAM
Kenya Association of Manufacturers (KAM) is a respected business association that unites industrialists and offers a common voice for businesses.
UA-ba90ea7f-e649-43c5-829a-72b717f9ec5d KerkoCite.ItemAlsoKnownAs: 2129771:7JKKU2CT 2317526:UGD3NDIB
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Industry; publicImportV1

Gamification in Science Education. A Systematic Review of the Literature - Kalogiannakis, Michail; Papadakis, Stamatios; Zourmpakis, Alkinoos-Ioannis (Education Sciences, 2021)
The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.
Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci11010022 2129771:Z34JUTII
Keywords: _genre:LR-literature_review; engagement; gamification; motivation; science education; systematic literature review

Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education - Kalloo, Rowena Constance; Mitchell, Beular; Kamalodeen, Vimala Judy (Journal of Education for Teaching, 2020)
Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.
Publisher: Routledge _eprint: https://doi.org/10.1080/02607476.2020.1800407 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2129771:M5ELW4N7
Keywords: COVID-19; Teacher education; __C:filed:1; inequities; online education

Country-level research review: Sierra Leone - Kallon Kelly, Christiana; Koomar, Saalim; Kreimeia, Adam; McBurnie, Chris; Mitchell, Joel; Myers, Christina (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8L3PE7WJ
Keywords: _C:Sierra Leone SLE

Country-level research review: Sierra Leone - Kallon Kelly, Christiana; Koomar, Saalim; Kreimeia, Adam; McBurnie, Chris; Mitchell, Joel; Myers, Christina (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:5BLVEY7N 2339240:746WTJF3 2405685:HNVAP5QB
Keywords: _C:Sierra Leone SLE; dode_eth-src-eth

Patient data as medical facts: social media practices as a foundation for medical knowledge creation - Kallinikos, J; Tempini, N (Information Systems Research, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2014.0544 2129771:45XFMRWY 2486141:AF4BKB5P

Social annotation enabling collaboration for open learning - Kalir, Jeremiah H. (Distance Education, 2020)
Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757413
Keywords: annotation; collaboration; computer-supported collaborative learning; open educational practices (OEP); social design experiment

Learning Software Development through Modeling using an Object Oriented Approach with Unified Modeling Language: A Case of an Online Interview System - Kalinga, Ellen Ambakisye (Journal of Learning for Development, 2021)
This paper demonstrates the learning of software engineering through modeling using Object-Oriented Analysis and Design approach with Unified Modeling Language. An online interview management system case project to the whole class was used to develop the software requirement specification. Through modelling, the processes to be considered in software development were also elaborated, where it starts with the identification of major or basic processes of the domain of application, followed by the identification of activities to be performed under each basic process and, finally, transforming the activities highlighted in the functional requirements presentation. Modeling was practised by students through group case projects, and students were active, engaging and focusing on the learning process in such a way that more than 85.9% of students had the courage to attempt design questions during university examinations.
Number: 1
Keywords: Object-Oriented Analysis and Design; Unified Modeling Language; learning through modeling; model-driven approach; software development process.; software engineering; ⛔ No DOI found

A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in Zambia. - Kalimaposo, Kalisto; Kandondo, S. Chileshe; Matafwali, Beatrice; Mulenga, Innocent Mutale; Muleya, Gistered; Chakufyali, Peggy Nsama (2012)
Publisher: Zambia Journal of Education
Keywords: ⛔ No DOI found

Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda - Kalibwani, Rebecca; Kakuru, Medard; Carr, Alexis; Tenywa, Moses (Journal of Learning for Development, 2021)
An evaluation study of the Lifelong Learning for Farmers (L3F) program was undertaken in two sites; in the central and northern regions of Uganda. Propensity Score Matching (PSM) was used to measure the impact of the program on crop and household income, as well as the empowerment levels of its participants. The two sites had differences not only in geographical location but in historical background and implementation of the program, which may have influenced the livelihood outcomes. Despite these differences, the results of the study confirm the potential of the L3F approach to raise participants’ crop and household income relative to non-L3F counterparts, significantly so for women participants. There is also sufficient evidence to confirm that L3F positively contributes to farmer empowerment, and, subsequently, their livelihood. The paper draws lessons for scaling the empowerment process using the lifelong learning for farmers’ model in Uganda.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:57S95N2P
Keywords: Empowerment; Lifelong learning for farmers; Propensity Score Matching; Uganda; _genre:PR-primary_research; ⛔ No DOI found

Application of Crime Risk Mapping Within the School Focus Area in Kota Kinabalu Using GIS - Kalang, Lizalin; Eboy, Oliver (2019)
Crime is an inevitable social problem that is facing by most countries around the world. Criminal behaviour brings a significant negative consequence of urban development. A lot of changes will occur to the economic, demographic, political, cultural, technological and social because of urbanization. The rise in crime issues due to urban development lead urban schools to be threatened with criminal activity. Regarding this, school safety should not be compromised for schools in the city, especially in high schools. Lack of research on criminal issues from many disciplines, especially in Geography is one of the major cause of ineffectiveness in crime prevention. Geographic Information System (GIS) is a system based on the use of computers for the purpose of obtaining, storing, analyzing and presenting spatial data. This paper focuses on the application of GIS as a tool used in geography for crime mapping. Thus, the purpose of this paper is to provide recommendations for high-risk crime mapping for schools in Kota Kinabalu area. The objectives of this study are identifying the type of crime in the study area and identify the behavioural patterns of the crime using GIS analysis. This study using the property and violent crime statistics data of Kota Kinabalu city for the year 2018 obtained from Sabah's Contingent Headquarters (IPK) in Kepayan. GIS analysis used in this study includes classification, interpolation using Inverse Distance Weight (IDW), buffering, and overlay. Based on the findings in this study, all zones in the study area are affected by property and violent crime. There are high schools located in areas with a high risk of property and violent crime Meanwhile, the high school that affected by both types of crime is Sekolah Menengah Agama Toh Puan Hajah Rahmah.
Keywords: ⛔ No DOI found

Social Dimension and Participation in Vocational Education and Training - Kaiser, Franz; Krugmann, Susann (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:MZMQHYT6 2317526:R7T3YDRK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Egypt; CLL:en; publicImportV1; ⛔ No DOI found

Social Dimensions and Participation in Vocational Education and Training - Special Issue - Kaiser, Franz; Krugmann, Susann (2018)
IJRVET's special edition in 2013 "Social Dimension and Participation in VET-System".
KerkoCite.ItemAlsoKnownAs: 2129771:IQ3RIKM7 2249382:BMMGMTSL 2317526:N44CND95

What Is Agile Methodology: A Primer on Moving Fast - Kaiser, Caleb (Wellfound (formerly AngelList Talent))
Everything you need to know about agile methodologies and its many frameworks.
KerkoCite.ItemAlsoKnownAs: 2129771:SGYG29RN 4426965:2C9DPQGK

The returns to vocational training and academic education: Evidence from Tanzania - Kahyarara, Godius; Teal, Francis (World Development, 2008)
In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2007.11.011 10/dv4nwz 2129771:89TV2XR9 2317526:A9PEUINX
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CC:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:manufacture; T:TVET; T:Training; Z:Benefits of education; Z:Employment skills; Z:Vocational education and training; publicImportV1

JABSOM Library: Colandr for Systematic Reviews: Introducing Colandr - Kahili-Heede, Melissa
Using the systematic review tool for title and abstract screening, full-text article screening, and data extraction
KerkoCite.ItemAlsoKnownAs: 2129771:DIYYVIUU 2405685:PYE2X6IZ 2486141:IXG47JQN

Estimating the impact of women’s education on fertility, child mortality, and empowerment when schooling ain’t learning’ - Kaffenberger, Michelle; Pritchett, Lant; Sandefur, Justin (RISE (Research on Improving Systems of Education) Working Paper, 2018)
Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. The paper's findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (eg grade completion) versus learning (eg literacy) on life outcomes. The results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
Keywords: ⛔ No DOI found

Failing to Plan? Estimating the Impact of Achieving Schooling Goals on Cohort Learning - Kaffenberger, Michelle; Pritchett, Lant (Research on Improving Systems of Education (RISE), 2020)
The Sustainable Development Goals have targets for both expansion of schooling to achieve universal completion of primary and secondary schooling, and for learning, to reach universal basic proficiency in reading and mathematics. Yet today not a single developing country has an empirical estimate of how much reaching their schooling goal would contribute to reaching their learning goals. We build a simple, formal, parameterized model of the learning process and calibrate the parameters to replicate observed learning outcomes in developing countries. We then use this model to simulate the progress on global learning goals that would result from achieving universal completion of grade 10. Our simulations suggest that in a “typical” low income country increasing completion of grade 10 from its current level of roughly 30 percent to 100 percent increases cohort learning by only 9 points on a PISA-like scale (mean of 500, standard deviation 100), an effect size of less than one tenth of one standard deviation. More strikingly, in our simulations this massive expansion of enrollment has zero impact on the proportion of youth reaching the SDG targets for learning. The reason for this perhaps counter-intuitive finding is that our simulation model allows for children who fall behind the curriculum to stop learning while in school and assumes that those learning the least dropout first. Therefore, expanding enrollment simply shifts most children from not learning while out of school to not learning while in school. In contrast to the weak impact of expanding enrollment at existing levels of learning, even modest changes to the learning process such as reorienting the curriculum to children’s learning levels can have massive effects. With an improved learning process, achieving universal grade 10 completion has ten times the impact on average scores than under the existing learning process.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/038 2129771:VK7GVQTN 2486141:HKCDKRJQ
Keywords: _final_bib

How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? - Kaffenberger, Michelle (Brookings, 2020)
Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2129771:68DMTZRP

Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss - Kaffenberger, Michelle (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/017 2129771:VEPYCQGT

Summary of findings from an investigative study of abuse of girls in Malawian primary schools - Kadzamira, Eve (Malawi Journal of Development Education, 2003)
Publisher: University of Malawi KerkoCite.ItemAlsoKnownAs: 2129771:Z9RRPBEI 4752638:4AJIKNZ6 4752638:JPP4IZYL
Keywords: _C:Malawi MWI; ⛔ No DOI found

Who benefits from abolishing secondary school fees in Malawi, and what are the costs - Kadzamira, Esme; Rose, Pauline; Zubairi, Asma (World Education Blog. Global Education Monitoring Report.[online]. Available from: https://gemreportunesco. wordpress. com/2018/10/19/who-benefits-from-abolishing-secondary-school-fees-in-malawi-and-what-are-the-costs//>.[Accessed on 12th November 2018], 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:H88WGUMX 4752638:G7B697BS
Keywords: _C:Malawi MWI; ⛔ No DOI found

Can free primary education meet the needs of the poor?: evidence from Malawi - Kadzamira, Esme; Rose, Pauline (International journal of educational development, 2003)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(03)00026-9 2129771:M2EHYB38 4752638:8TDII7DK 4752638:D93KEYV7 4752638:DMWN8TZW 4752638:EHU53VGE 4752638:IVIEUYBN 4752638:JCDDJ3J2 4752638:MM2RDPIM 4752638:R6CUTJLH 4752638:YN4B8AXC 4752638:ZX5CFRQ9
Keywords: _C:Malawi MWI

Educational policy choice and policy practice in Malawi: Dilemmas and disjunctures - Kadzamira, Esme; Rose, Pauline (2001)
Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:S6YKWTTN 4752638:53LBC3MR 4752638:6PPFZS7J 4752638:826GKNQX 4752638:9L3QQLDQ 4752638:I95TL9VC 4752638:ICPVC8TA 4752638:IEPPH4H6 4752638:KLKVCBQN 4752638:NQMW2YUN 4752638:TWNHY5JX 4752638:TXGUAYVI 4752638:UDAGZB56
Keywords: _C:Malawi MWI; ⛔ No DOI found

Malawi: Study of Non-state providers of basic services - Kadzamira, Esme; Moran, Dominique; Mulligan, Jo; Ndirenda, Nebert; Reed, B.; Rose, P. (DFID Policy division, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:HNHJXC6N 4752638:2PJRJ6TA 4752638:88HH3U5J 4752638:AEPABIAU
Keywords: _C:Malawi MWI; ⛔ No DOI found

The Changing Roles of Non-Governmental Organisations in Education in Malawi. - Kadzamira, Esme Chipo; Kunje, Demis (2002)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:N99CVXAX 4752638:2ZYLXJGC 4752638:4XDGK8T5 4752638:5NQVASUC 4752638:HAATHI6Q 4752638:VFLIJ6HD 4752638:VPH98KSP 4752638:VUUDNJUK 4752638:W5FDATA4
Keywords: _C:Malawi MWI; ⛔ No DOI found

The impact of HIV/AIDS on primary and secondary schooling in Malawi: Developing a comprehensive strategic response - Kadzamira, Esme Chipo; Banda, Dixie Maluwa; Kamlongera, Augustine; Swainson, Nicola (Malawi: Ministry of Education, 2001)
KerkoCite.ItemAlsoKnownAs: 2129771:CX54FF7N 4752638:2JPJD35E 4752638:ACXAXMES 4752638:RPN8H3NK
Keywords: _C:Malawi MWI; ⛔ No DOI found

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (Centre for Educational Research and Training University of Malawi, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK
Keywords: C:Malawi; _C:Malawi MWI; ⛔ No DOI found

The impact of HIV/AIDS on formal schooling in Malawi - Kadzamira, Esme C.; Swainson, Nicola; Maluwa-Banda, Dixie; Kamlongera, Augustine (2001)
KerkoCite.ItemAlsoKnownAs: 2129771:FSWXSXYG 4752638:HJ32HSDP 4752638:QNLGBMJU 4752638:TNEHDSZA
Keywords: _C:Malawi MWI; ⛔ No DOI found

Financing Primary Education for All: Public expenditure and education outcomes in Malawi - Kadzamira, Esme C.; Nthara, Khwima; Kholowa, Foster (Institute of Development Studies, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:RJCKABJV 4752638:E4JZA2RR 4752638:QEV67AD5
Keywords: _C:Malawi MWI

Primary community schools project southern region baseline study - Kadzamira, Esme C.; Ndalama, M. (Lilongwe: DFID, 1997)
KerkoCite.ItemAlsoKnownAs: 2129771:RIRWF8YQ 4752638:V7V3HSIA
Keywords: _C:Malawi MWI; ⛔ No DOI found

GABLE Double Shifts Pilot Study - Kadzamira, Esme C.; Kunje, Demis (University of Malawi, Centre for Educational Research & Training, 1996)
KerkoCite.ItemAlsoKnownAs: 2129771:G3SG9BQF 4752638:3RCWQPXU
Keywords: _C:Malawi MWI

Gender and primary schooling in Malawi - Kadzamira, Esme C.; Chibwana, Mike P.; Educationalists, Forum for African Women (Institute of Development Studies Brighton, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:TH8HGC84 4752638:DCIRB8UX 4752638:INX7XW57 4752638:PK3R8EI2 4752638:SPZW9JEY 4752638:TQK3L239
Keywords: _C:Malawi MWI

Gender and primary schooling in Malawi: Partnership for strategic resource planning for girls’ education in Africa - Kadzamira, Esme C.; Chibwana, Mike P. (Nairobi/London: FAWE & IDS, UK, 1999)
KerkoCite.ItemAlsoKnownAs: 2129771:428GSY9M 4752638:5WJKCEXJ
Keywords: _C:Malawi MWI; ⛔ No DOI found

Short report: Summary of findings from an investigative study of abuse of girls in Malawian primary schools - Kadzamira, Esme C. & Lemani Eve (Malawi Journal of Development Education, 2003)
The main objectives of the study were to investigate the nature, pattern and extent of abuse of girls in Malawian primary schools, examine ways in which the schools addressed the issue of abuse, and recommend strategies for reducing its incidence. The study was part of a larger research project covering Ghana and Zimbabwe as well as Malawi, based at the Centre for International Education, University of Sussex, England, funded by the Department for International Development (DFID).
Publisher: University of Malawi KerkoCite.ItemAlsoKnownAs: 10.10520/AJA17290783_7 2129771:JKZ83UL8 4752638:4ZENG45M
Keywords: _C:Malawi MWI; ⚠️ Invalid DOI

Knowledge and Policy Formulation: Reducing Gender Inequalities in Education in Sub-Saharan Africa: Malawi Case Study - Kadzamira, Esme C. (1997)
KerkoCite.ItemAlsoKnownAs: 2129771:24TA7GW7 4752638:37SVFI2R 4752638:BAUSN97U 4752638:ZWLZFPIU
Keywords: _C:Malawi MWI; ⛔ No DOI found

Where has all the education gone in Malawi? - Kadzamira, Esme C. (Institute of Development Studies University of Sussex, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:SKRA5N9A 4752638:697868EX 4752638:78HD8IBF 4752638:EC29GHRP
Keywords: _C:Malawi MWI

Chronic Under-Completion in Malawi’s Primary Schools: Its trends and determinants - Kadzamira, Esme (Education Access: Opening spaces for marginalized Conference, Capital Hotel, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6JSA9WNI 4752638:JWG9XBTG 4752638:N549JHQ6
Keywords: _C:Malawi MWI; ⛔ No DOI found

Gender and Education in Africa, 20 years on, Experiences from Malawi - Kadzamira, Esme (REAL Centre One day Conference Celebrating the work of Professor Colclough, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LJRGI5UB 4752638:R6CF3CD2 4752638:W6KL3I74
Keywords: _C:Malawi MWI; ⛔ No DOI found

Gender & Climate Change: Local Perspectives on Education Indicators in Malawi, Technical meeting on gender, education and indicators: complex conditions and crises, 23-24 June 2021, hosted by Accountability for Gender Equality in Education (AGEE - Kadzamira, Esme (Centre for Education and International Development, Institute of Education, University College London (UCL, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:R6AK5CN5 4752638:KVHKH7SC 4752638:M4LIHFV3
Keywords: _C:Malawi MWI; ⛔ No DOI found

User fees in Primary Education in Malawi - Kadzamira, Esme (UNCTAD Expert meeting on Universal Access to Services, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:3J2L72DH 4752638:2Q9PRR2N 4752638:AK9FK96Y
Keywords: _C:Malawi MWI; ⛔ No DOI found

Who benefits from abolishing secondary school fees in Malawi & what are the costs? - Kadzamira, Esme (Transforming Malawi: An Engagement on Affordable Secondary Education, Ministry of Education/ UNICEF, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:J992NAMR 4752638:JZSK6DTR 4752638:LRV5MJM8
Keywords: _C:Malawi MWI

Will the poorest children benefit from abolishing secondary school fees in Malawi” - Kadzamira, Esme (UK Forum for International Education & Training (UKFEIT) 2019 bi-annual Conference, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:XI4E8XQE 4752638:63BCHQLE 4752638:8GH4CWA2
Keywords: _C:Malawi MWI; ⛔ No DOI found

Promoting Girls Primary Education: Innovation through Government and Donor Co-operation - Kadzamira, E.C.; Sisson, A (Educating Tomorrow: Lessons from Managing Girls’ Education in Africa, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:RGJXWC4I 4752638:JGN838QV 4752638:S6DG5AYK
Keywords: _C:Malawi MWI

Achievements and Challenges in Meeting the Gender Equity Goals in EFA in Sub-Saharan Africa with a Focus on Southern Africa - Kadzamira, E.C. (2005)
KerkoCite.ItemAlsoKnownAs: 2129771:A833474E 4752638:HGBLHBTM 4752638:YTKHVD73
Keywords: _C:Malawi MWI; ⛔ No DOI found

School-Based Attempts to Reduce the Gender gap in Mathematics Performance Through Gender Streaming, Centre for Educational Research and Training - Kadzamira, E.C. (Africa Regional GASAT Conference, 1997)
KerkoCite.ItemAlsoKnownAs: 2129771:LAFLBV2P 4752638:5YN6D3IJ 4752638:62ZSASQT 4752638:ZFAFRGVV
Keywords: _C:Malawi MWI; ⛔ No DOI found

What Happened to Student Participation After Two Rounds of School Closures in Malawi—And How Have Schools Responded - Kadzamira, E.; Mazalale, J.; Meke, E.; Mwale, I. V.; Rossiter, J.; Moscoviz, L. (Center for Global Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:BDYMV654 4752638:DKX9ECT5
Keywords: _C:Malawi MWI; ⛔ No DOI found

Evaluation of Pilot Double Shift Secondary Schools - Kadzamira, E.; Chibwana, M.; Hiddleston,, P.; Chonzi, R (Centre for Educational Research & Training/Ministry of Education, 1996)
KerkoCite.ItemAlsoKnownAs: 2129771:E3RF92N8 4752638:HNJK54VJ 4752638:WUUZZTKD
Keywords: _C:Malawi MWI

Sex differences in the performance of candidates in languages and humanities subjects at MSCE level, 1982–1986 - Kadzamira, E. C. (Zomba: Malawi National Examinations Board, 1988)
KerkoCite.ItemAlsoKnownAs: 2129771:5E52FPVV 4752638:NFPLUR6E
Keywords: _C:Malawi MWI; ⛔ No DOI found

Research on School Effectiveness on Pupils’ Achievement in Developing Countries with Special Reference to Malawi: Some Methodological Issues. - Kadzamira, Chipo (2001)
Publisher: Human Resource Research Centre (HRRC), University of Zimbabwe (UZ.) KerkoCite.ItemAlsoKnownAs: 10.4314/zjer.v13i2.25997 2129771:SVX4ARAI 4752638:7PPF9AWT 4752638:AS66RSVH
Keywords: _C:Malawi MWI

Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia: - Kadhila, Ngepathimo; Nyambe, John (Journal of Learning for Development, 2021)
Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platforms to keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological access through the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:6G97D7PE
Keywords: Africa; COVID-19; Namibia; _genre:PR-primary_research; higher education institutions; online pedagogies; quality assurance; ⛔ No DOI found

Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in Uganda - Kabugo, David (Journal of Learning for Development, 2020)
A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and utilization of the required resources, then, how can the production, distribution, and utilization of such resources be efficiently and effectively used? Basing on usage-logs and interview data that were collected from 25 teachers in 10 Government-Aided Secondary Schools in Uganda, this report presents a Discourse Analysis of teachers’ use of OERs on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OERs to enhance students’ learning outcomes during COVID-19 schools lockdown.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WFAEAVB7
Keywords: COVID-19; Kolibri; Learning Outcomes; Utilizing Open Education Resources; ⛔ No DOI found

Utilizing Open Education Resources to Enhance Students' Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Using Kolibri by Selected Government Schools in Uganda - Kabugo, David (Journal of Learning for Development, 2020)
A preview of the international dashboard of trends in education suggests that Open Education Resources (OER) have and will continue to impact the provision of education during institutional closure owing to the global COVID-19 pandemic. However, the toughest question that is often presented to OER promoters regards the pedagogical effectiveness of OER: If education resource users are not cognizant and do not pay for the production, distribution and utilization of the required resources, then, how can the production, distribution and utilization of such resources be effectively used? Basing on data obtained from the system (Kolibri) usage-logs and e-interviews (online conversational interviews) on Zoom which were conducted with twenty five (25) purposively selected teachers, and one hundred (100) students invited from 10 Government-Aided Secondary Schools in Uganda, this study presents a Discourse Analysis (DA) of teachers' use of OER on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OER to enhance students' learning outcomes during the COVID-19 schools lockdown.
Publisher: Commonwealth of Learning ERIC Number: EJ1280825 KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v7i3.465 4804264:EGD5LGRE 4804264:LPAW7QQH
Keywords: Access to Education; COVID-19; Developing Nations; Educational Technology; Final_citation; Foreign Countries; Instructional Effectiveness; Learning Analytics; Open Educational Resources; Outcomes of Education; Pandemics; Public Schools; STEM Education; School Closing; Secondary School Students; Secondary School Teachers; Student Attitudes; Teacher Attitudes; Videoconferencing; cited; existing

Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia - Kabombwe, Yvonne Malambo; Mulenga, Innocent Mutale (Yesterday and today, 2019)
Publisher: The South African Society for History Teaching (SASHT)

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability - Kabia, Francis; Tarawally, Umaru (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:BELVCZKC 2405685:BI8HMKXI
Keywords: _C:Sierra Leone SLE

Aligning artificial intelligence with climate change mitigation - Kaack, Lynn H.; Donti, Priya L.; Strubell, Emma; Kamiya, George; Creutzig, Felix; Rolnick, David (Nature Climate Change, 2022)
Publisher: Nature Publishing Group UK London

Combined life cycle assessment and artificial intelligence for prediction of output energy and environmental impacts of sugarcane production - Kaab, Ali; Sharifi, Mohammad; Mobli, Hossein; Nabavi-Pelesaraei, Ashkan; Chau, Kwok-wing (Science of the Total Environment, 2019)
Publisher: Elsevier

Enhancing self-reliant of students in technical and vocational skills through work-based learning for 4th industrial revolution; Review of Nigerian higher institutions - Jwasshaka, Shirka Kassam; Mohd Amin, Nor Fadila (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Journal writing is a common practice for pre-service teachers to reflect on their learning and teaching experiences about the course in the campus. Dewey (1933) believed that thinking is natural but that reflective habits of mind needed to be taught. This study aims to investigate the use of written journal to promote reflective thinking by the pre-service teachers. The case study was conducted among the twenty pre-service teachers who carried out a micro-teaching session in a childrens literature course. A content analysis was carried out on the reflective journals written by the pre-service teachers. The findings indicated that the pre-service teachers employed five strategies of reflective thinking such as identifying, associating, analysing, assessing and decision-making in their written journals. It is recommended for teacher education to establish learning and teaching environment and promote a shared practice among the peers that facilitate reflective thinking.
KerkoCite.ItemAlsoKnownAs: 2129771:5PERUP9M 2129771:DDNQ5484
Keywords: ⛔ No DOI found

Combining innovation systems and global value chains for development: Towards a research agenda - Jurowetzki, Roman; Lema, Rasmus; Lundvall, Bengt-Åke (The European Journal of Development Research, 2018)
Publisher: Springer

Geospatial mapping of access to timely essential surgery in sub-Saharan Africa - Juran, Sabrina; Broer, P. Niclas; Klug, Stefanie J.; Snow, Rachel C.; Okiro, Emelda A.; Ouma, Paul O.; Snow, Robert W.; Tatem, Andrew J.; Meara, John G.; Alegana, Victor A. (BMJ Global Health, 2018)
Introduction Despite an estimated one-third of the global burden of disease being surgical, only limited estimates of accessibility to surgical treatment in sub-Saharan Africa exist and these remain spatially undefined. Geographical metrics of access to major hospitals were estimated based on travel time. Estimates were then used to assess need for surgery at country level. Methods Major district and regional hospitals were assumed to have capability to perform bellwether procedures. Geographical locations of hospitals in relation to the population in the 47 sub-Saharan countries were combined with spatial ancillary data on roads, elevation, land use or land cover to estimate travel-time metrics of 30 min, 1 hour and 2 hours. Hospital catchment was defined as population residing in areas less than 2 hours of travel time to the next major hospital. Travel-time metrics were combined with fine-scale population maps to define burden of surgery at hospital catchment level. Results Overall, the majority of the population (92.5%) in sub-Saharan Africa reside in areas within 2 hours of a major hospital catchment defined based on spatially defined travel times. The burden of surgery in all-age population was 257.8 million to 294.7 million people and was highest in high-population density countries and lowest in sparsely populated or smaller countries. The estimated burden in children <15 years was 115.3 million to 131.8 million and had similar spatial distribution to the all-age pattern. Conclusion The study provides an assessment of accessibility and burden of surgical disease in sub-Saharan Africa. Yet given the optimistic assumption of adequare surgical capability of major hospitals, the true burden of surgical disease is expected to be much greater. In-depth health facility assessments are needed to define infrastructure, personnel and medicine supply for delivering timely and safe affordable surgery to further inform the analysis.
Publisher: BMJ Specialist Journals Section: Research

Allostatic Load Model Associated with Indoor Environmental Quality and Sick Building Syndrome among Office Workers - Jung, Chien-Cheng; Liang, Hsiu-Hao; Lee, Hui-Ling; Hsu, Nai-Yun; Su, Huey-Jen (PLoS ONE, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0095791 2129771:ISZL7S95 4682641:R33WQEBK

Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project - Junaid, Muhammad Ibn; Ogange, Betty; Allela, Melissa (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:L2BBB93U 2486141:8D9UU88M

Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers - Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo (International Journal of Whole Schooling, 2017)
Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.
KerkoCite.ItemAlsoKnownAs: 2129771:2T3354QE 2129771:V42L3ESP
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Central African Republic CAF; _C:Finland FIN; _C:India IND; _C:Japan JPN; _C:Namibia NAM; _C:North Macedonia MKD; _C:Pakistan PAK; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Developing inclusive education policy and practice in Zanzibar : collaborative action research - Juma, Said (Jyväskylä studies in education, psychology and social research, 2018)
This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data included several documents related to inclusive education development; interviews conducted with 20 teachers from two primary schools; these teachers’ reflective diaries, which were kept during their action research projects, and the researcher’s reflective diary. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its 2006 education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges. It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development. This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school–community and school–university collaborations can foster collaborative school cultures and inclusive teacher education.
KerkoCite.ItemAlsoKnownAs: 2129771:5SMNLRN4 2129771:95RCWSF9 2129771:HE6NVBQE
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:China CHN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Mongolia MNG; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:North Macedonia MKD; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Development of a Caricom strategic plan for primary and secondary education services in the Caricom single market and economy (CSME) - Jules, Didacus; Council, Caribbean Examinations (Retrieved October, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:HZCB47UH
Keywords: ⛔ No DOI found

Rethinking education for the Caribbean: A radical approach - Jules, Didacus (Comparative Education, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802041142 2129771:SSNRQS9Q

Improving literacy instruction in Kenya through teacher professional development and text messages support: a cluster randomized trial - Jukes, Matthew CH; Turner, Elizabeth L.; Dubeck, Margaret M.; Halliday, Katherine E.; Inyega, Hellen N.; Wolf, Sharon; Zuilkowski, Stephanie Simmons; Brooker, Simon J. (Journal of Research on Educational Effectiveness, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 4804264:8E5JQ9XX
Keywords: Final_citation; cited; existing

Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial - Jukes, M.C.H.; Turner, E.L.; Dubeck, M.M.; Halliday, K.E.; Inyega, H.N.; Wolf, S.; Brooker, S.J. (Journal of Research on Educational Effectiveness, 2017)
We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 10/gftrwn 2129771:H8IPEMSP 2339240:WQWT3F9T 2405685:KF3AT824 2405685:NZMWQR53 2405685:ZPZ33ATM 2534378:5AX7B2XZ 2534378:69A797YC 2534378:6YQFC9JR 2534378:DNVP68DF 2534378:JCAY2TT6 2534378:LP5IEPIP 2534378:M4JQTSXE 2534378:NJKCAKUT
Keywords: Africa; Classroom Observation Techniques; Dropout Rate; ERIC; Current Index to Journals in Education (CIJE); Early Childhood Education; Effect Size; Elementary Education; Elementary School Students; Elementary School Teachers; Faculty Development; Foreign Countries; Grade 1; Grade 2; Handheld Devices; Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs; Intelligence Tests; Intervention; Interviews; Kenya; Literacy Education; Maximum Likelihood Statistics; Pretests Posttests; Primary Education; Program Effectiveness; Promising Interventions Are Great; but Are They Enough?; Questionnaires; RCT; Randomized Controlled Trials; Raven Progressive Matrices; Rural Schools; Statistical Analysis; Teacher Improvement; Teaching Methods; Telecommunications; What We Are Learning About Early Education in Sub-Saharan Africa; __:import:01; __:match:final; __:matched; __:study_id:2096051; ___working_potential_duplicate; __finaldtb; early grade reading; literacy instruction

The impact of child-to-child reading on reading skills and motivation - Jukes, M.C.H.; Dubeck, M.M.; Adelman, E.; Sheppard, M.; Jasti, C.; Turner, E. (2016)
Keywords: ⛔ No DOI found

(untitled) - Jukes (2006)

Book Review: Dede & Richards, Eds., The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy - Jr, Don Olcott (Journal of Learning for Development, 2022)
Number: 1
Keywords: digital economy; lifelong learning; ⛔ No DOI found

An Overview of ICT for Education of Refugees and IDPs​ - Joynes, D.; James, , Z (Department for International Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:63TNW4PK

21st Century Skills: Evidence of Issues in Definition, Demand and Delivery for Development Contexts - Joynes, Chris; Rossignoli, Serena; Amonoo-Kuofi, Esi Fenyiwa (2019)
The purpose of this study is to provide a summary of the evidence related to issues associated with the definition, demand, and delivery of 21st Century Skills, with a particular focus on low- and middle-income countries (LMICs). In looking at definitions of ‘21st Century Skills’, Section 2 of this study finds that there is a broad range of available literature discussing 21st Century Skills, including a number of key synthesis studies. Within the examined literature, there is general agreement across the commentators on the need for new forms of learning to tackle global challenges. However, despite this consensus, there is no unique and single approach to the definition of ‘21st Century Skills’. In looking at the levels of demand for 21st Century Skills, evidence gathered in Section 3 suggests that the need for 21st Century Skills at the global level is dictated by a combination of factors including the change in societies resulting from the rapid spread of technology; increasing globalisation and internationalisation; and the shift from industrial social economies to information and knowledge-based social economies (Voogt & Roblin, 2010). Accordingly, evidence of demand at regional rather than the global level suggests a significant diversity in demand based on differences in developmental context. Findings presented in Section 4 suggest that approaches to the delivery of 21st Century Skills are currently impacted by ongoing discussions over the definition and understanding of 21st Century Skills (Care, Anderson & Kim, 2016). On this basis, while there is a broad range of documented interventions from around the world, many commentators conclude that it is currently little or no substantial evidence available on the most effective tools and approaches to delivering those skills. Section 5 concludes with a number of recommendations for proposed action in the development of regional and national programming for 21st Century Skills, and future research designed to strengthen the evidence base associated with levels of demand and approaches to the delivery of 21st Century Skills, particularly in LMICs.
Accepted: 2019-09-03T09:16:15Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:NRADX8A3 4869029:K98CU8F8
Keywords: ⛔ No DOI found

Aid Agency Approaches to the Design and Delivery of Basic Education Programmes - Joynes, Chris; Plunkett, Roisin (2018)
This report provides a global selection of case studies providing evidence of approaches to the design of basic education interventions by aid agencies. In keeping with the request, the scope of the report focusses as far as possible on outcome-driven approaches, and includes an analysis of any evidence of programmatic responsiveness to need and context.
Accepted: 2018-06-01T09:20:58Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:YW3NPB37 4869029:45LREA54
Keywords: ⛔ No DOI found

The Systems Approach to Child Protection - Joynes, Chris; Mattingly, Jacqui (2018)
This purpose of this review is to identify the outcomes of taking a systems approach to child protection by basing on six days of desk-based research. There are four basic principles of design reflectedin the system-based approaches to child protection services in a development context. First, organising all systems components around a common goal or vision in order to provide the strategic direction for system implementation (Delaney et al. 2014: 13; Wulczyn et al. 2010: 2, 11). Second, defining the activities of each system on the basis of a specific set of functions, structures and capacities that interact and influence each other (Wulczyn et al 2010: 2, 12-13; Delaney et al. 2014: 13), while also establishing clear systemic boundaries, roles and responsibilities in order to ensure accountability and good governance (Delaney et al. 2014: 14). Third, involving a wide range of different actors as part of the system, including across and within sectors in horizontal and vertical networks (Delaney et al. 2014: 13; Wulczyn et al. 2010: 10). And fourth, ensuring that the shape, functions and actions of the system should always be grounded in the context in which it operates, and make sense to the communities who are the end users (Wulczyn et al. 2010: 2, 11). There is limited evidence of the impact of a systems approach to child protection in a development context. Across many contexts and national settings, the consensus is that the necessary legal and policy frameworks for child protection are in place at national level, but programme implementation and service delivery still lags far behind (Stuckenbruck 2018: 12). This review noted that there is a significant gap in the availability of evidence, making an assessment of the impact of a systems approach extremely difficult (Krueger et al. 2014; Krueger 2014: 30; Stuckenbruck 2018). Additionally, much of the research and monitoring and evaluation focuses on systems-development programmes delivered by international agencies, rather than on national state-led child protection systems. Within the time available, the review was only able to identify limited examples where overviews of child protection systems development inputs are accompanied by evidence of impact on child protection, rather than just outcomes in terms of targets associated with systems strengthening.
Accepted: 2019-01-03T10:02:49Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:8RE9LGUQ 4869029:GUP6TRP6
Keywords: ⛔ No DOI found

An Overview of ICT for Education of Refugees and IDPs - Joynes, Chris; James, Zoe (2018)
This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018).
Accepted: 2019-01-08T11:48:10Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:NWNVRKRN 4869029:GFTG4UHC
Keywords: ⛔ No DOI found

Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? - Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VEARRJJL 2405685:IPAT355N 2405685:SDTIZDHS 2339240:XRVLW2AX
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _cover:other:ok; _zenodoETH; ⛔ No DOI found

An Overview of Evidence Regarding the Impact of Impact Bonds as Innovative Financing Mechanisms for Education in Development Contexts - Joynes, Chris (2019)
This report provides a summary overview of the evidence regarding the impact of impact bonds (including Social Impact Bonds and Development Impact Bonds) in their application as innovative financing mechanisms for supporting education in development contexts. Within the education sector, impact bonds have emerged over the last 4-5 years as one innovative financing mechanism that uses private investment to support social development. From a developmental perspective, this emerging model encompasses two recent and clearly-defined global trends: firstly, an increased focus on programmes that deliver results and, secondly, an increased drive to support collaboration between the public and private sector (Innovative Financing Initiative 2014: v). Evidence suggests that there has been a significant growth in the application of impact bonds in a range of global settings, including for education in low- and middle-income countries (LMICs). These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity.
Accepted: 2019-03-12T12:35:20Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:FM3L96BF 4869029:RB9R742R
Keywords: ⛔ No DOI found

An Overview of Innovative Financing Mechanisms for Education in Development Contexts - Joynes, Chris (2019)
Traditionally, financing for social development in development settings has utilised bonds and guarantees. These mechanisms focused primarily on resource mobilization by leveraging the balance sheets of international finance institutions to make loans. However, since the mid-2000s, innovative financing has encouraged alternative models where private sector actors share the risks and rewards. This report reviews evidence on the use of Social Impact Bonds (SIBs) and Development Impact Bonds (DIBs) in India or other LMICs to deliver results in primary and secondary education. Evidence suggests that, in recent years, there has been a significant growth in the application of impact bonds in a range of global settings, including for education in LMICs. These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity.
Accepted: 2019-02-28T15:17:23Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:PEXBANW7 4869029:8QITEC5T
Keywords: ⛔ No DOI found

Approaches to Managing Public Sector Basic Education Systems for Delivery of School and Classroom-Focused Results - Joynes, Chris (2018)
This report provides a summary of global evidence on effective approaches to improving and reforming public sector basic education systems with a particular focus on delivery of school and classroom-focused results. In keeping with the request, the scope of the report focusses primarily on emerging practices associated with financial management, HR Management, and the use of data-gathering and evidence to inform decision-making at all levels of the system.
Accepted: 2018-05-31T12:19:43Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:6FCCB5LK 4869029:EZMSKMRS
Keywords: ⛔ No DOI found

Journal of Vocational, Adult and Continuing Education and Training - JOVACET
KerkoCite.ItemAlsoKnownAs: 2129771:DS6SQHEE 2317526:ZW8ABGW5

Exploring the Perspectives of Participants of Two Mathematics Professional Development Courses in South Africa: Personal, Professional and Community Outcomes - Joubert M.; Kenny S. (African Journal of Research in Mathematics, Science and Technology Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2486141:JQJSVUIA

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:6XTCFJU4 2339240:ZNYWJ9PF 2405685:7HSIXMSV
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:XHLB9RHT 2405685:AN5GA9QR
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education During the COVID-19 Pandemic - Joshi, Marjo; Scheinin, Minna; Miranda, Luis; Piispa, Juliana (Journal of Learning for Development, 2020)
ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:KWYIB7TT
Keywords: Brazil; Finland; online learning; pedagogy; ⛔ No DOI found

Gender differential effects of technical and vocational training: Empirical evidence for Tanzania - Joseph, Cornel; Leyaro, Vincent (CREDIT Research Paper, 2019)
This paper investigates the gender differential effect of technical and vocational educational and training (TVET) in Tanzania using data from the 2014 Integrated Labour Force Survey (ILFS). The multinomial logit model results for employment mobility show that TVET training significantly improves males as well as females chances of entering into formal employment while at the same reduces their probability of working in informal, agriculture or being unemployed. The effects are much higher for females relatively to males almost for all categories of education and training. The results further show that though the TVET training increases males as well as females earnings significantly, though the returns to TVET are substantially higher and statistically significant for females than males. The decomposed gender earnings gap using Oaxaca and Blinder (1973) decomposition technique reveal there is a significant gender earning gap in Tanzania, where males tends to earn significantly higher income by 58 percent than females. Clearly, two implications come out here: one, as TVET and general education increases the probability of females more than males to be in the formal employment, investing in girls skills training and education will address the problem of rising youth unemployment and formalize the economy. Two, as returns to TVET and general education is substantially high for females than males, investing in girls' skills skills training and education will address the problem of rising inequality and by extension the higher level of poverty rate in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:4WK3ZULS 2129771:BVXCD7FA 2129771:ZTK5SIQB
Keywords: ⛔ No DOI found

Messaging Apps, SMS, and Social Media: A Rapid Evidence Review - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:XT7Q5NUB
Keywords: Final_citation; cited; existing

Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
KerkoCite.ItemAlsoKnownAs: 10.6018/red.453621 4804264:L7A85VTN
Keywords: Final_citation

Education during the COVID-19 crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
Dates: 13-11-2020 — Actualizado el 09-01-2021 KerkoCite.ItemAlsoKnownAs: 10.6018/red.453621 2405685:IVHRNTQ7 2405685:L7Y5JD68
Keywords: _EdTechHub_Output

Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational Technology - Jordan, Katy (Journal of Learning for Development, 2020)
The Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:D9NQ8MBH 2339240:DFHS5PI3 2339240:V7VSHKVT 2405685:J7AK3RMI 2405685:JV429XI7
Keywords: COVID-19; digital divide; education in emergencies. education systems; educational technology; ⛔ No DOI found

Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity - Jordan, Katy (EdTech Hub, 2019)
shortDOI: 10/ghgnf5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3581041 10/ghgnf5 2129771:687PZJBY 2405685:YXIGT4W9
Keywords: LP: English; R:Literature review; systematic review; _DOILIVE; _EdTechHub_Output; _zenodoETH

Automating data extraction in systematic reviews: a systematic review - Jonnalagadda, Siddhartha R.; Goyal, Pawan; Huffman, Mark D. (Systematic Reviews, 2015)
Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-015-0066-7 2129771:6NZPFHQD 2129771:Y6RS89XH 2405685:QJYZ8NIZ 2486141:GXAXBYC9 2486141:XDDV9J4H
Keywords: Conditional Random Field; Data Element; PubMed Abstract; Support Vector Machine; Systematic Review Process; _Added-ailr-2024

How do we address the reproducibility crisis in artificial intelligence? Forbes - Jones, M. (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:SM8CLERA 2486141:2BQQGDCD

Evaluating Constructivistic Learning - Jonassen, David H. (Educational Technology, 1991)
KerkoCite.ItemAlsoKnownAs: 2129771:F2K3XQGS 2486141:3LTVTPER
Keywords: ⛔ No DOI found

A review on windcatcher for passive cooling and natural ventilation in buildings, Part 1: Indoor air quality and thermal comfort assessment - Jomehzadeh, Fatemeh; Nejat, Payam; Calautit, John Kaiser; Yusof, Mohd Badruddin Mohd; Zaki, Sheikh Ahmad; Hughes, Ben Richard; Yazid, Muhammad Noor Afiq Witri Muhammad (Renewable and Sustainable Energy Reviews, 2017)
The most prominent challenge in 21th century is global warming which seriously threats the mankind. Building sector with 40% of global energy consumption and GHG emission play a key role in this threat. In this regard, the impact of cooling systems cannot be ignored where along with ventilation and heating systems totally account for 60% of energy consumed in buildings. Passive cooling systems can be a promising alternative to reduce energy consumption. One of the oldest passive cooling system that is still being used today is windcatcher. By manipulating pressure differences and the buoyancy effect, an adequate level of ventilation in buildings can be provided by windcatchers. Since most of the previous windcatcher studies assessed the design characteristics, the current investigation focused on the indoor air quality (IAQ) and thermal comfort aspects. The review details and compares the different theoretical and experimental methods employed by researchers in different case studies to assess the IAQ and thermal comfort. It was found that most IAQ studies were conducted in the UK using CFD and experimental techniques. Previous studies assessed IAQ based on several parameters such as air flow rate, air change rate, CO2 concentration, air change effectiveness and mean age of air. The findings of the studies revealed that satisfactory IAQ were generally achieved using the windcatcher. On the other hand, thermal comfort studies of windcatchers were mainly conducted in hot climates such as in the Middle East. In addition to night ventilation, the review also looked into the different types of cooling methods incorporated with windcatchers such as evaporative cooling, earth to air heat exchangers (EAHE) and heat transfer devices (HTD). Night ventilation was found to be effective in temperate and cold conditions while additional cooling using evaporative cooling, EAHE and HTD were found to be necessary in hot climates.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.rser.2016.11.254 2129771:IKTLAQLP 2486141:T89V4ZAS
Keywords: Badgir; Indoor air quality (IAQ); Natural ventilation; Passive cooling; Thermal comfort; Wind tower; Windcatcher

Can cost-effectiveness analysis integrate concerns for equity? Systematic review - Johri, Mira; Norheim, Ole Frithjof (International Journal of Technology Assessment in Health Care, 2012)
Objectives: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA).Methods: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed.Results: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis.Conclusions: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0266462312000050 2129771:Q8R99L4I 4869029:GPR85WG6 4869029:VRBI9SA5
Keywords: Cost-benefit analysis; Health care; Quality-adjusted life-years; Resource allocation; equity; health priorities; rationing

Reducing Inequality Through Dynamic Complementarity: Evidence from Head Start and Public School Spending. - Johnson, R.C.; Jackson, C.K. (American Economic Journal: Economic Policy, 2019)

The body in the mind: The bodily basis of meaning, imagination, and reason - Johnson, Mark (University of Chicago Press, 1987)
"The Body in the Mind" explores the ways that meaning, understanding, and rationality arise from and are conditioned by the patterns of our bodily experience. In emphasizing the role of the body, Mark Johnson offers a corrective to dominant theories of meaning in Western philosophy, which have maintained a strictly abstract, propositional account of meaning detached from persons or experience. Expanding on his work with George Llakoff in the pathbreaking book "Metaphors We Live By," Johnson presents here an extended philosophical account, exposing the inadequacies of the objectivist philosophical tradition in its rigid separation of mind from body, cognition from emotion, and reason from imagination. He develops a constructive theory of the ways in which imagination links cognitive and bodily structures. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
KerkoCite.ItemAlsoKnownAs: 2129771:M9VYBAD7
Keywords: Body Image; Cognitive Processes; Imagination; Meaning; Reasoning; Theory Formulation

NMC Horizon Report: 2014 Library Edition - Johnson, L.; Adams Becker, S.; Estrada, V.; Freeman, A. (Austin, Texas: The New Media Consortium, 2014)
00000 EdTechHub.Copy: 2405685:P5B5CRCC KerkoCite.ItemAlsoKnownAs: 2129771:2YTC5G25 2405685:P5B5CRCC 257089:EPRJM2S4

Implementing a one-to-one iPad program in a secondary school - Johnson, Donald P (UNIVERSITY OF NEBRASKA AT OMAHA, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:D4DRDZCV 257089:J42D6JTZ

A longitudinal study of learning, progression, and personal growth in Sierra Leone: Final report - Johnson, David; Hsieh, Pei-Tseng Jenny (University of Oxford, 2019)
Keywords: _C:Sierra Leone SLE

A longitudinal study of learning, progression, and personal growth in Sierra Leone - Johnson, David; Hsieh, Jenny (University of Oxford, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:TFER47AP 2405685:A2EVGSWW
Keywords: _C:Sierra Leone SLE

The Automation of Management and Business Science - Johnson, C.D.; Bauer, BC; Niederman, F. (Academy of Management Perspectives, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5465/amp.2017.0159 2129771:6GZ8PCH2 2129771:TN7JWWK9 2405685:ITCCF5GH 2486141:RS9IM5JJ
Keywords: _Added-ailr-2024

Essential Elements for Costed Implementation Plans - Johns Hopkins Center for Communication Programs (2019)

Open peer-review platform for COVID-19 preprints - Johansson, Michael A.; Saderi, Daniela (Nature, 2020)
Illustration of paper under a magnifying glass
ADS Bibcode: 2020Natur.579...29J KerkoCite.ItemAlsoKnownAs: 10.1038/d41586-020-00613-4 2129771:7WKAK569
Keywords: _genre:PR-primary_research

InfoInternet for Education in the Global South: A Study of Applications Enabled by Free Information-only Internet Access in Technologically Disadvantaged Areas (authors' version) - Johansen, Johanna; Johansen, Christian; Noll, Josef (arXiv preprint arXiv:1808.09496, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:LTN7QU6X
Keywords: _C:Bangladesh BGD; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:Finland FIN; _C:Germany DEU; _C:India IND; _C:Namibia NAM; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Tanzania TZA; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Measuring the Information Society Report 2018 - Johannes Bauer; Benavente, Daniela; Gillet, Josh; Helsper, Ellen; Van Deursen, Alexander (International Telecommunication Union, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LJ98I2J5 5242966:D6B68FH2

Tools for mapping multi-scale settlement patterns of building footprints: An introduction to the R package foot - Jochem, Warren C.; Tatem, Andrew J. (PLOS ONE, 2021)
Spatial datasets of building footprint polygons are becoming more widely available and accessible for many areas in the world. These datasets are important inputs for a range of different analyses, such as understanding the development of cities, identifying areas at risk of disasters, and mapping the distribution of populations. The growth of high spatial resolution imagery and computing power is enabling automated procedures to extract and map building footprints for whole countries. These advances are enabling coverage of building footprint datasets for low and middle income countries which might lack other data on urban land uses. While spatially detailed, many building footprints lack information on structure type, local zoning, or land use, limiting their application. However, morphology metrics can be used to describe characteristics of size, shape, spacing, orientation and patterns of the structures and extract additional information which can be correlated with different structure and settlement types or neighbourhoods. We introduce the foot package, a new set of open-source tools in a flexible R package for calculating morphology metrics for building footprints and summarising them in different spatial scales and spatial representations. In particular our tools can create gridded (or raster) representations of morphology summary metrics which have not been widely supported previously. We demonstrate the tools by creating gridded morphology metrics from all building footprints in England, Scotland and Wales, and then use those layers in an unsupervised cluster analysis to derive a pattern-based settlement typology. We compare our mapped settlement types with two existing settlement classifications. The results suggest that building patterns can help distinguish different urban and rural types. However, intra-urban differences were not well-predicted by building morphology alone. More broadly, though, this case study demonstrates the potential of mapping settlement patterns in the absence of a housing census or other urban planning data.
Publisher: Public Library of Science
Keywords: Cities; Open data; Radii; Rural areas; Settlement patterns; Software tools; Urban areas; Urban environments

Classifying settlement types from multi-scale spatial patterns of building footprints - Jochem, Warren C; Leasure, Douglas R; Pannell, Oliver; Chamberlain, Heather R; Jones, Patricia; Tatem, Andrew J (Environment and Planning B: Urban Analytics and City Science, 2020)
Urban settlements and urbanised populations continue to grow rapidly and much of this transition is occurring in less developed countries. Remote sensing techniques are now often applied to monitor urbanisation and changes in settlement patterns. In particular, increasing availability of very high resolution imagery (<1 m spatial resolution) and computing power is enabling complete sets of settlement data in the form of building footprints to be extracted from imagery. These settlement data provide information on the changes occurring in cities, particularly in countries which may lack other data on urbanisation. While spatially detailed, extracted building footprints typically lack other information that identify building types or can be used to differentiate intra-urban land uses or neighbourhood types. This work demonstrates an approach to classifying settlement types through multi-scale spatial patterns of urban morphology visible in building footprint data extracted from very high resolution imagery. The work uses a Gaussian mixture modelling approach to select and hierarchically merge components into clusters. The results are maps classifying settlement types on a high spatial resolution (100 m) grid. The approach is applied in Kaduna, Nigeria; Kinshasa, Democratic Republic of the Congo; and Maputo, Mozambique and demonstrates the potential of computational methods to take advantage of large spatial datasets and extract meaningful information to support monitoring of urban areas. The model-based approach produces a hierarchy of potential clustering solutions, and we suggest that this can be used in partnership with local knowledge of the context when creating settlement typologies.
Publisher: SAGE Publications Ltd STM
Keywords: Urban morphology; classification; land use; spatial analysis; urban analytics

Thermal comfort and energy-saving potential in university classrooms during the heating season - Jing, Shenglan; Lei, Yonggang; Wang, Hongjian; Song, Chongfang; Yan, Xufeng (Energy and Buildings, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2019.109390 2129771:P6XL97FL 4682641:Z39JHPPR
Keywords: BE:RELEVANT

Whatsapp chatbot - Jindal, Gaurang; Upadhyay, Dinesh; Jha, Ashish (EasyChair Preprint, 2020)
Keywords: ⛔ No DOI found

Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences - Jin, Kuan-Yu; Reichert, Frank; Cagasan Jr, Louie P.; de La Torre, Jimmy; Law, Nancy (Computers & Education, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103968 2129771:AGH32P4S

Mixing and matching: using qualitative methods to improve quantitative impact evaluations (IEs) and systematic reviews (SRs) of development outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew; White, Howard; Lahiri, Shaon; Narain, Anmol (Journal of Development Effectiveness, 2018)
Recent evaluations have begun to use qualitative data in a manner that helps improve the quality and relevance of studies through the inferences that are drawn from them, and their applicability to policy makers and programme implementers. This paper reviews this work and identiﬁes good practices to integrate qualitative methods into quantitative impact evaluations (IEs) and systematic reviews (SRs). Using recent literature on the characteristics of such practices, we developed two tools to assess the methodological rigour and mixed methods integration of 40 IEs and 7 SRs, drawing upon previous approaches. Our ﬁndings are that successful mixed methods quantitative impact evaluations: (1) provide a clear rationale for integration of methods; (2) deploy multidisciplinary teams; (3) provide adequate documentation; and (4) acknowledge limitations to the generalisability of qualitative and quantitative ﬁndings. Successful integration tended to improve mixed methods impact evaluations by collecting better data to inform the study design and ﬁndings, which helped contextualise quantitative ﬁndings. Our main observation on the integration of mixed methods in the systematic reviews is that mixed methods systematic reviews bringing together literatures that answer diﬀerent questions can go beyond the ‘sum of their parts’ to provide holistic answers about development eﬀectiveness. The ﬁndings of this study inform several recommendations to improve the conduct and reporting of mixed methods impact evaluations and systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1534875 2129771:V34R7Q5Q
Keywords: ___duplicate_item

Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:YKCBGNC2 2317526:EYC6GBR4
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; ___duplicate_item; publicImportV1

Trustworthiness of Systematic Review Automation-An interview at Coventry University - Jiang, Xiaorui (medRxiv, 2023)
Publisher: Cold Spring Harbor Laboratory Press KerkoCite.ItemAlsoKnownAs: 5440726:TMEQ6RX9
Keywords: ⛔ No DOI found

Recent Advances in Intelligent Textbooks for Better Learning - Jiang, Bo; Gu, Meijun; Du, Ying (AI in Learning: Designing the Future, 2023)
Intelligent textbooks are a new form of digital textbooks that provides students with intelligent learning services, such as automatic question answering, adaptive navigation support, automatic linking, and personalized recommendation. Educators are investing much effort into the conversion of their paper-based textbooks and digital textbooks into intelligent textbooks. This chapter provides a brief introduction to the development of intelligent textbooks and reviews major adaptive technologies and the usage of intelligent textbooks in the past decade. We first summarize the development of intelligent textbooks and the existing authoring platforms. Then, the key intelligent technologies used in the intelligent textbooks are reviewed, including domain modeling, student modeling, and instruction technologies. Moreover, the empirical studies conducted to evaluate intelligent textbooks are summarized. This chapter would promote understanding of the current state of the technology and platform development of intelligent textbooks.
Keywords: Adaptive learning systems; Intelligent textbooks; Intelligent tutoring system

Voluntary participation and natural grouping with smartphones: an effective and practical approach to implement a quasi-experiment - Jia, Jiyou; Chen, Zhenzhen (International Journal of Mobile Learning and Organisation, 2020)
Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2129771:D3FCVK63
Keywords: __C:filed:1; ❓ Multiple DOI

A systematic review of conversational AI in language education: focusing on the collaboration with human teachers - Ji, Hyangeun; Han, Insook; Ko, Yujung (Journal of Research on Technology in Education, 2023)
Keywords: _z:no_pdf

Multimodality and Literacy in School Classrooms - Jewitt, Carey (Review of Research in Education, 2008)
KerkoCite.ItemAlsoKnownAs: 10.3102/0091732x07310586 2129771:FMDQ4M6S

Interconnectedness of Reward Dissatisfaction of Public Technical Vocational Education and Training (TVET) Educators with Educator Turnover Intentions and Prolonged Tenure - Jeremiah, Andrew; Senior Lecturer - Human Resource Management Namibia University of Science and Technology (NUST), Namibia, Windhoek (2019)
Educator turnover intentions and prolonged tenure is a huge problem in Public TVET institutions in the Western Cape in South Africa. Educator turnover and prolonged tenure intentions is interconnected to educators ' dissatisfaction with rewards (intrinsic and extrinsic). Public TVET educators ' dissatisfaction with rewards result in increased turnover and lack of the desire to prolong tenure among educators. In 2006 educator turnover increased by 5.6%. Due to this problem the South African government was forced to replace about 20 000 educators annually in the education sector in all provinces. The major problem encountered by the government was that during this period of time, was that it was not producing enough teachers to fill in the gaps created increased educator turnover. As a result, high turnover experienced in educational institutions had a negative effect on the quality of service delivery. A structured self-administered Job Descriptive Index (JDI) questionnaire was utilized in collecting data. Data was processed using Software Package for Social Science (SPSS) Version 23. Results revealed that dissatisfaction with rewards (extrinsic and intrinsic) increased turnover and lack of a desire to prolong tenure among Public TVET educators in Public TVET institutions in the Western Cape. Recommendations were that Public TVET institutions needed to improve rewards (intrinsic and extrinsic) to manage increased turnover and lack of a desire by educators to prolong tenure. Therefore, it was recommended that Public TVET had to adopt the Total Rewards model invented by World at Work to manage the problem of increased Public TVET educator turnover.
KerkoCite.ItemAlsoKnownAs: 10.18843/ijcms/v10i2/07 2129771:VUAHJMJK

The Teacher Educators’ Knowledge of Learner Support Services in Distance Teacher Education Programmes in Selected Public Colleges of Education in Zambia - Jere, Getrude; Mulenga, Innocent Mutale; Manchishi, Peter Chomba (How Africa Has Turned Around, 2021)
Keywords: ⛔ No DOI found

Implementation of learner support services in distance teacher education programmes in selected public colleges of education in Zambia - Jere, Getrude; ManchishI, Peter Chomba; Mulenga, Innocent Mutale (The Zambia Journal of Distance Education (Online ISSN 2789-052X), 2021)
Keywords: ⛔ No DOI found

Leave No Child Behind: Global report on boys' disengagement from education - Jere, Catherine; Eck, Matthias; Zubairi, Asma (UNESCO, 2022)

Analysis of the ICILS 2018 Results by Korean Students' Educational Experience in Computer and Information Literacy and Computational Thinking - Jeon, Seongkyun; Son, Yoonhee; Park, Sangwook (The Journal of Korean association of computer education, 2020)
Publisher: The Korean Association of Computer Education KerkoCite.ItemAlsoKnownAs: 4804264:7H9J7BC3
Keywords: Final_citation; ⛔ No DOI found

The (Perceived) Returns to Education and the Demand for Schooling. - Jensen, Robert (The Quarterly Journal of Economics, 2010)

Forms of knowledge and modes of innovation - Jensen, Morten Berg; Johnson, Björn; Lorenz, Edward; Lundvall, Bengt-Åke; Lundvall, B. A. (The learning economy and the economics of hope, 2007)
Publisher: Anthem Press London, New York
Keywords: ⛔ No DOI found

Textbook Broke: Textbook Affordability as a Social Justice Issue - Jenkins, J. Jacob; Sánchez, Luis A.; Schraedley, Megan A. K.; Hannans, Jaime; Navick, Nitzan; Young, Jade (Journal of Interactive Media in Education, 2020)
In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER’s specific impact on those who are presumed to benefit most from this potential: historically underserved students. This reality has left a significant gap of understanding in the current body of literature, resulting in calls for more empirically-based examinations of OER through a social justice lens. For each of these reasons, this study explored the impact of OER and textbook pricing among racial/ethnic minority students, low-income students, and first-generation college students at a four-year Hispanic Serving Institution (HSI) in Southern California. Drawing upon more than 700 undergraduate surveys, our univariate, bivariate and multivariate results revealed textbook costs to be a substantial barrier for the vast majority of students. However, those barriers were even more significant among historically underserved college students; thus, confirming textbook affordability as a redistributive justice issue, and positing OER as a potential avenue for realizing a more socially just college experience.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.549 2129771:JX7V3QZJ 2447227:LKFMY3PI
Keywords: Hispanic Serving Institution; OER; open education resources; redistributive justice; student equity

Sustainable Development in the OECS, an Antiguan and Barbudan case study. - Jenkins, Colin John (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:XY3AGP4C

Impact of Pandemic COVID-19 on Education in India - Jena, Pravat (International Journal of Current Research, 2020)
The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students' life. Around 32 crore learners stopped to move schools/colleges, all educational activities halted in India. The outbreak of COVID-19 has advised us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms and techniques, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 are discussed and some fruitful suggestions are pointed to carry out educational activities during the pandemic situation.
KerkoCite.ItemAlsoKnownAs: 10.24941/ijcr.39209.07.2020 2129771:TLWP9LYQ
Keywords: __C:filed:1; ⚠️ Invalid DOI

The Mobile Gender Gap Report - Jeffrie, Nadia (GSMA, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:TRHT486K 5242966:FBUQSR78

Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa - Jeffery, David; Johnson, David (Research in Comparative and International Education, 2019)
© The Author(s) 2019. This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.
KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919864731 2129771:QR7G8VU7

Understanding climate change with statistical downscaling and machine learning - Jebeile, Julie; Lam, Vincent; Räz, Tim (Synthese, 2021)

Challenges in the Evaluation and Implementation of School-Based Prevention and Intervention Programs on Sensitive Topics - Jaycox, Lisa H.; McCaffrey, Daniel F.; Ocampo, Beverly Weidmer; Shelley, Gene A.; Blake, Susan M.; Peterson, Donna J.; Richmond, Lucinda S.; Kub, Joan E. (American Journal of Evaluation, 2006)
The current emphasis on best practices for school-based health and mental health programs brings with it the demand for evaluation efforts in schools. This article describes the challenges of launching a successful school program and evaluation, with lessons learned from three projects that focus on intimate partner violence. The authors discuss issues related to constraints on the research design in schools, the recruitment of schools and participants within schools, program and evaluation implementation issues, the iterative implementation-evaluation cycle, and the dissemination of programs and study findings. The authors emphasize the need for flexibility and cultural awareness during all stages of the process.
Publisher: SAGE Publications Inc

The International Handbook of Mathematics Teacher Education - Jaworski, B; Wood, T (Sense Publishers, 2008)
KerkoCite.ItemAlsoKnownAs: 2486141:PUAFD4WD

Themes and issues in inservice programmes - Jaworski, B; Wood, T (Mathematics Teacher Education: Critical International Perspectives, 1999)
KerkoCite.ItemAlsoKnownAs: 2129771:MX8WGLZL 261495:FJZBFGRQ

Impact of tablet PCs on learning outcomes in a classroom environment - Javed, Yasir; Samara, Khalid (International Journal of Learning Technology, 2019)
Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2129771:VEWUQNYH
Keywords: __C:filed:1; ❓ Multiple DOI

A child-to-child approach to improve literacy: Design of the Buddy Reading program - Jasti, C.; Jukes, M.C.; Dubeck, M.M.; Elliott; Inyega, H.N. (2016)
Keywords: ⛔ No DOI found

Water and Sanitation in Schools: A Systematic Review of the Health and Educational Outcomes - Jasper, Christian; Le, Thanh-Tam; Bartram, Jamie (International Journal of Environmental Research and Public Health, 2012)
KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph9082772 2129771:9ZIXAXI8