GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6
Keywords: _yl:a

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4
Keywords: _yl:b

How the Education System Exacerbates Inequality - The Chronicle (The Chronicle of Higher Education, 2020)
A discussion hosted by The Chronicle explored the education system’s underlying assumptions, what counts as high-status knowledge and who has access to it, and what approaches to increasing equity hold promise.
KerkoCite.ItemAlsoKnownAs: 4804264:253ZNVC4 4804264:63JL4YIV
Keywords: Final_citation; anystyle; existing

Children with disabilities in Uganda: The hidden reality - The African Child Policy Forum (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:XEQDBT2D 2486141:XBCBKX6S

Indoor temperature and health: a global systematic review - Tham, S.; Thompson, R.; Landeg, O.; Murray, K. A.; Waite, Thomas (Public Health, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.puhe.2019.09.005 2129771:F8XATYS6 4682641:HRENV5V9 5072953:L9JCXDWQ
Keywords: BE:RELEVANT

Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa. - Thakrar, Jayshree; Zinn, Denise; Wolfenden, Freda (International Review of Research in Open & Distance Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.705 10/gf5f4z 2129771:SYHXU78A 261495:386IRT53

Matching practices of teachers to Schools – France – Matching in Practice - Terrier, Camille (2014)
Keywords: Lebanon_event_2021; _C:Belgium BEL; _C:Estonia EST; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Hungary HUN; _C:Ireland IRL; _C:Italy ITA; _C:Spain ESP; _C:Ukraine UKR; _C:United States USA; __C:filed:1; __C:scheme:1

Technology Integration Changes over Three Years: Teacher Technology Acceptance in a One-to-One Tablet PC Integration Across Cities - Terashima, Kosuke; Nakagawa, Hitoshi; Kobayashi, Yuki; Murai, Masuo (International Journal, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:STD8JYJA
Keywords: _C:Japan JPN; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan - Terashima, Kosuke (Society for Information Technology & Teacher Education International Conference, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:97NGG3CK 2129771:I8JKDWIX
Keywords: _C:Canada CAN; _C:Japan JPN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals - Templier, Mathieu; Paré, Guy (European Journal of Information Systems, 2018)
The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2129771:LRDNIL5D 2129771:TTIT7TBJ 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX
Keywords: Literature reviews; assessment; reporting; transparency; trustworthiness

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 - Tembey, Lara; Baier, Jasmin; Ogolla, Concilia; Mohan, Prithika (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EUI5EZPL 4804264:F6DRNVXC
Keywords: Final_citation; cited; existing

Costed plan tool - Teixeira, Beatriz; Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10265580 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1051 ZenodoArchiveConcept: 10265579
Keywords: _internal; _r:AddedByMyEducationEvidence

Instructions for costed plan tool - Teixeira, Beatriz; Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10265679 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1052 ZenodoArchiveConcept: 10265678
Keywords: _internal; _r:AddedByMyEducationEvidence

Costed plan tool - Teixeira, Beatriz (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Instructions for costed plan tool - Teixeira, Beatriz (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Adjusting the use of preprints to accommodate the ‘quality’ factor in response to COVID-19 - Teixeira da Silva, Jaime A. (Journal of Taibah University Medical Sciences, 2021)
Preprints are typically crude precursors of peer-reviewed papers that are placed almost immediately, save for some superficial screening, on an open-access repository to allow the information to reach readers quickly, circumventing the long-drawn process typically associated with processing in peer-reviewed journals. For early-career researchers who might be enthusiastic about obtaining some recognition for their efforts, or wanting open and public input about their work, preprints are certainly a useful publication choice. However, if health-related data and information have not been carefully scrutinised, they may pose a risk and may even serve as a source of public health misinformation. Surging growth and competition among preprint servers, coupled with a massive volume of COVID-19-related preprints, mainly on bioRxiv and medRxiv, as well as select indexing now being tested on PubMed, suggests that preprints are being increasingly used in the biomedical sciences. Stronger and more robust ethical policies are needed to screen preprints before they are released to the public, and even if this implies a slight delay in publication, it may increase academics' trust in this form of scientific information and communication. Clear and stringent ethical policies need to be urgently introduced by ethics groups such as COPE and the ICMJE, whose many member journals allow preprints to be posted before traditional peer review. Stringent ethical guidelines that treat misconduct equally in preprints and peer-reviewed papers will boost the integrity of academic publishing.
Keywords: Ethics policies; Health policies; Peer review

Silently withdrawn or retracted preprints related to Covid-19 are a scholarly threat and a potential public health risk: theoretical arguments and suggested recommendations - Teixeira da Silva, Jaime A. (Online Information Review, 2020)
Purpose Thousands of preprints related to Covid-19 have effused into the academic literature. Even though these are not peer-reviewed documents and have not been vetted by medical or other experts, several have been cited, while others have been widely promoted by the media. While many preprints eventually find their way into the published literature, usually through integrated publishing streams, there is a small body of preprints that have been opaquely withdrawn/retracted, without suitable reasons, leaving only a vestigial or skeletal record online. Others have, quite literally, vanished. This paper aims to examine some of those cases. Design/methodology/approach For peer-reviewed literature, a retracted academic paper is usually water-marked with “RETRACTED” across each page of the document, as recommended by ethical bodies such as the Committee on Publication Ethics, which represents thousands of journals and publishers. Curiously, even though pro-preprint groups claim that preprints are an integral part of the publication process and a scholarly instrument, there are no strict, detailed or established ethical guidelines for preprints on most preprint servers. This paper identifies select withdrawn/retracted preprints and emphasizes that the opaque removal of preprints from the scholarly record may constitute unscholarly, possibly even predatory or unethical, behavior. Findings Strict ethical guidelines are urgently needed for preprints, and preprint authors, in the case of misconduct, should face the same procedure and consequences as standard peer-reviewed academic literature. Originality/value Journals and publishers that have silently retracted or withdrawn preprints should reinstate them, as for regular retracted literature, except for highly exceptional cases.
Publisher: Emerald Publishing Limited
Keywords: Acceptance and rejection; Biomedicine; Correction of the literature; Open access; Peer review; Preprints; Retractions; SARS-CoV-2 virus; Withdrawals

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle Jasper; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (2023)
The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.
Publisher: PsyArXiv KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/2w3rm 2129771:DWE4XYJU 2405685:QH5K46LQ 2486141:PSU8KBB4
Keywords: _Added-ailr-2024

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle J.; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (PsyArXiv. November, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:PMS6A7GP
Keywords: ⛔ No DOI found

A mixed-methods investigation of instructional coaching for teachers of diverse learners - Teemant, A. (Urban Education, 2014)

Teaching machine learning in K–12 classroom: Pedagogical and technological trajectories for artificial intelligence education - Tedre, Matti; Toivonen, Tapani; Kahila, Juho; Vartiainen, Henriikka; Valtonen, Teemu; Jormanainen, Ilkka; Pears, Arnold (IEEE access, 2021)
Publisher: IEEE

Mixed Methods Sampling: A Typology With Examples - Teddlie, Charles; Yu, Fen (Journal of Mixed Methods Research, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1177/2345678906292430 2129771:WGBILE5I 2486141:LKMKNHPM 261495:EXPPDPFQ 503888:YZZQE7Y4
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Major issues and controveries in the use of mixed methods in the social and behvioral sciences - Teddlie, Charles; Tashakkori, Abbas (Handbook of mixed methods in social & behavioral research, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:42PBFYSZ 2486141:2I5UND5S 261495:WTW7EYLL 503888:GKK5M9B9
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed; ⛔ No DOI found

Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences - Teddlie, C.; Tashakkori, A. (Sage, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:6GFTVUDA 2129771:WW5RDP97 2486141:HX6DJHTA 261495:9IDKTMBU 503888:DQ49AUKZ
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Teaching Service Commission; Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:65LTW8QP 2129771:MVHKYSFP 2339240:9VRVIUE6 2405685:CFRE6D4Q 2405685:UU3R28HB
Keywords: _C:Sierra Leone SLE

Sierra Leone Education Attendance Monitoring System - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XSW486H9 2339240:CLIEEVEU 2405685:XV88ZYD7
Keywords: _C:Sierra Leone SLE

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2405685:M6F97ARN 4556019:49UIZ3SU
Keywords: _C:Sierra Leone SLE

Introducing Teachers Registration Council of Nigeria - Teachers Registration Council of Nigeria (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:MNQPKBPQ

What about children? Implications from their subjective perception and the risk of overheating in schools - te Kulve, Marije; Hellwig, Runa T.; van Dijken, Froukje; Boerstra, Atze (Windsor Conference 2020: Resilient Comfort, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NETF85MA 4682641:9A63D3AE
Keywords: BE:RELEVANT; ⛔ No DOI found

Progressive Transformative Teacher Education in Cameroon - Tchombe, T.M. (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:QAYBZIQQ 2292089:7WIEFX5T
Keywords: :C:Cameroon; Cited; RRQ1:High; RRQ2:Medium; ⛔ No DOI found

Optimizing thermal comfort and energy use for learning environments - Taylor, Mary; Brown, Nathan C.; Rim, Donghyun (Energy and Buildings, 2021)
Thermal comfort is a critical component of indoor environments, especially in schools where learning is the main objective. However, thermal comfort comes at a price that many schools are unable to afford. Therefore, it is critical to determine a method to lower the energy costs of a building while still maintaining occupant thermal comfort. The objective of this study is to investigate how three indoor environmental parameters of air speed, humidity, and air temperature influence energy and thermal comfort in classroom environments. We employed a multi-objective optimization method that considers all three thermal parameters in the design and operation of a classroom. This method is demonstrated for three distinct climate locations (very hot and humid, cold and humid, warm and marine). Overall, our findings demonstrate significant energy savings from 1.3 to 9.1 kWh/year/m2 for cases where energy reduction is achieved. These values are for cases where the total annual number of hours that more than 10% of people are dissatisfied in a space are 0 to 42 in Miami and San Francisco and 26 to 49 in Boston. This translates to a cost savings of $3,000 to $12,800 per year for the entire building at current market rates. Note that for all locations, there were also cases where the number of hours that more than 10% of people were dissatisfied were reduced from the baseline value while still reducing energy use. This optimization framework shows promise for building mechanical designers seeking to maintain increased levels of thermal comfort throughout the year while lowering energy use.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111181 2129771:JGWBQ9ZN 4682641:MNJ28P67 4682641:VRCRT79Y
Keywords: Air speed; BE:RELEVANT; Building energy; Classroom; Humidity; Multi-objective optimization; Thermal comfort

Digital learning innovations for Syrian refugees and host communities external evaluation report - Tawileh, Anas (2018)

EdTech for learning in emergencies and displaced settings - Tauson, Michaelle; Stannard, Luke (London: Save the Children UK, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:76WWBGAL 2129771:DL685ZJZ 2129771:QFUWKQGI
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Brazil BRA; _C:China CHN; _C:Egypt EGY; _C:Ethiopia ETH; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Holy See VAT; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Malawi MWI; _C:Mexico MEX; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Qatar QAT; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save The Children, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:JF3ACTCW 2129771:U4CPIJ7M 2339240:FBAM53IG 2405685:KETBQUYZ 2486141:BGJS87F6 2486141:FWPJP34A

EdTech for learning in emergencies and displaced settings — a rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save the Children, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:G8GRKFFX 2405685:H2SWIIEB 2534378:WMLTBU37
Keywords: IMPORT_FROM_DFID_RITE; Important; Read; _THEME: Teacher Professional Development; ___working_potential_duplicate

EdTech for learning in emergencies and displaced settings: a rigorous review and narrative synthesis​ - Tauson, M.; Stannard, L. (Save the Children, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9XTKW9DG

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson and Stannard (Resource Centre, 2018)
Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2129771:X4JD275S

Artificial Intelligence Basics - Taulli, T; Oni, M (Apress, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:NQJPSYYB 2486141:YMNFRQ6L

Corporate social responsibility reports: a thematic analysis related to supply chain management - Tate, W.L.; Ellram, LM; Kirchoff, J.F. (Journal of Supply Chain Management, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1745-493X.2009.03184.x 2129771:3JJMG8IW 2486141:ZSSU5LHK

The Digital Divide in Language and Literacy Education - Tate, Tamara; Warschauer, Mark (Language, Education and Technology, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-02237-6_5 10/gf62jc 2129771:YE8T526N 2129771:Z7TXXDPP
Keywords: __C:filed:1

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Place: New York Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction–CAI; Computer-assisted instruction (CAI); ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

Mixed Methodology: Combining Qualitative and Quantitative Approaches - Tashakkori, A.; Teddlie, C. (Sage Publications, 1998)
KerkoCite.ItemAlsoKnownAs: 2129771:DYMUFPI7 2486141:299PMB4Z
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Indoor heat measurement data from low-income households in rural and urban South Asia - Tasgaonkar, Premsagar; Zade, Dipak; Ehsan, Sana; Gorti, Ganesh; Mamnun, Nabir; Siderius, Christian; Singh, Tanya (Scientific Data, 2022)
Rising temperatures are causing distress across the world, and for those most vulnerable, it is a silent killer. Information about indoor air temperature in residential dwellings is of interest for a range of reasons, such as health, thermal comfort and coping practices. However, there have been only few studies that measure indoor heat exposure, and contrast these to outdoor temperatures in rural-urban areas, of which none are in South Asia. We aim to close this knowledge gap with our indoor and outdoor heat measurement dataset, covering five low-income sites in South Asia. Two sites are in rural areas (Maharashtra, India), while three sites focus on urban areas (Dhaka, Delhi and Faisalabad). Data are based on 206 indoor temperature data loggers and complemented by data from five outdoor automated weather stations. The data-set can be used to examine temperature and humidity variation in low-socioeconomic status households in rural and urban areas and to better understand factors aggravating heat stress. This is important to plan and implement actions for combating heat stress.
openalex: W4281659215 KerkoCite.ItemAlsoKnownAs: 10.1038/s41597-022-01314-5 2129771:JA5AJLYB 5072953:A33GK7LY 5072953:TDIH7QC7
Keywords: C:India; Environmental impact; _z:class:countries; _z:class:themes; _z:no_pdf; oa:keyword:indoor heat measurement data; oa:sdg:1 No poverty; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11244 Impact of Climate Change on Human Health; openalex:n:1; openalex:yes

Sierra Leone research and knowledge systems: a rapid literature review - Tarawallie, Mamoud Idriss (INASP, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:YBNPSUAZ 2339240:83QNDI62 2405685:8PAQ6CIE
Keywords: _C:Sierra Leone SLE

Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria - Tao, Sharon (International Journal of Educational Development, 2014)
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2129771:X48NF6KT
Keywords: Lebanon_event_2021; _C:Bangladesh BGD; _C:Canada CAN; _C:Ethiopia ETH; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Norway NOR; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Challenges to the Effective Teaching and Learning of Geography through ODeL at the Zimbabwe Open University - Tanyanyiwa, Vincent Itai; Madobi, Rejoice (Journal of Learning for Development, 2021)
ODeL offers a lot of opportunities and unique challenges for adult learners. In this paper, the authors sought to examine the main problems that influence the effective teaching and learning of geography and environmental studies in Zimbabwe through ODeL as perceived by the students at the ZOU's Harare/Chitungwiza Regional Campus. This single case study employed vital informant semi-structured interviews, documentary analysis and observations to solicit information from ten students and four tutors in the Geography and Environmental Studies Department (DGES) over three months. Thematic analysis and review of qualitative gained insight into the challenges that are faced by ODeL students in the DGES. The study found out that students in the department face personal and socio-economic challenges as well as related institutional challenges. The study recommends that the ZOU DGES should offer more academic support and improve its communication to the students so that they are aware of all university-related developments that impact on their studies. Keywords: challenges, teaching, learning, ODL, ODeL
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:BCRJ5JGG
Keywords: _genre:PR-primary_research; ⛔ No DOI found

Implementation science: understanding the translation of evidence into practice - Tansella, Michele; Thornicroft, Graham (The British Journal of Psychiatry, 2009)
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1192/bjp.bp.109.065565 2129771:2EJ64ZUI

Improv Theater and Whiteness in Education: A Systematic Literature Review - Tanner, Samuel J.; McCloskey, Andrea (Review of Educational Research, 2022)
Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned, antiracist improv theater interventions tend to reflect Whiteness more than democratic values. We investigate this observation through a systematic review of education research articles. Our review of 30 studies reveals that, to varying degrees, researchers have regarded improvisation as an instrumental practice to improve some other activity or as metaphor for the activity of teaching. We found that Whiteness has been central to the use of improvisation in educational contexts. Finally, this study illustrates that a turn toward disciplined improvisation or an improvisational ethos offers one way to practice the ideals of democratic education.
Publisher: American Educational Research Association
Keywords: arts education; qualitative research; race; social justice

Particle Boards from Papyrus Fibers as Thermal Insulation - Tangjuank, Singhadej; Kumfu, Supreya (Journal of Applied Sciences, 2011)
KerkoCite.ItemAlsoKnownAs: 10.3923/jas.2011.2640.2645 2129771:6IIZWDPI 2486141:U9QN34IG

Particle Boards from Papyrus Fibers as Thermal Insulation - Tangjuank, Singhadej; Kumfu, Supreya (Journal of Applied Sciences, 2011)
KerkoCite.ItemAlsoKnownAs: 10.3923/jas.2011.2640.2645 2129771:EX5244F6

Assessing and Tracking Students’ Wellbeing Through an Automated Scoring System: School Day Wellbeing Model - Tang, Xin; Upadyaya, Katja; Toyama, Hiroyuki; Kasanen, Mika; Salmela-Aro, Katariina (AI in Learning: Designing the Future, 2023)
The assessment of student wellbeing has been often static and lagged behind for the intervention/diagnostic purpose. In this chapter, we aim to introduce an automated school wellbeing scoring dynamic real-time system, School Day Wellbeing Model. With Artificial Intelligence (AI)-based item sampling methods and answers scoring and reporting systems, the School Day Wellbeing Model can collect wellbeing data at low cognitive cost, track wellbeing real time at multiple levels (e.g., individual-, class-, school-level), and give immediate feedback. The model is constructed on the basis of the School Wellbeing Model, Study Demand-Resource Model, and OECD Social-Emotional Skill Model. In the book chapter, the wellbeing assessments, including AI-based assessments, are reviewed so that the strengths of the School Day Wellbeing Model are highlighted. User experiences are collected to show the utility of the model. During the COVID-19 pandemic, the need for such a model is imperatively high as students’ wellbeing has been largely dampened. As a result, the model has been appreciated by users and has served about 55,000 students so far in the globe. The future development of the model is also discussed.
Keywords: Artificial Intelligence; Automated scoring system; Social-emotional skills; Students’ wellbeing

Social Justice and K-12 Teachers’ Effective Use of OER: A Cross-Cultural Comparison by Nations - Tang, Hengtao; Bao, Yu (Journal of Interactive Media in Education, 2020)
Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the “first-level digital divide”), many lack the practical capacity to effectively use (e.g., adapt) OER (the “second-level digital divide”). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers’ effective use of OER. With the goal of understanding how this divide influences OERs’ potential to enhance social justice, this research attempts to identify the factors accounting for teachers’ effective use of OER – and any reception gap – between different countries by conducting a series of stepwise logistic regressions applied to a largescale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede’s six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.576 2129771:IBYPRZH5 2129771:LPJM3S8F 2447227:MMDLGMUF
Keywords: K-12 teachers; cultural dimensions; exploratory research; open educational resources; second-level digital divide; social justice; stepwise logistic regression

Large Language Model (LLM) Racial Bias Evaluation - Tang, Fuliang; Wu, Kunguang; Guo, Zhendong; Huang, Shuaishuai; Mei, Yingtian; Wang, Yuxing; Yang, Zeyu; Gong, Shiming
Keywords: ⛔ No DOI found

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UNPAN57F 2534378:GVRULWW2 2534378:SQKD29GI
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Open systems; _THEME: School management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426091; ___working_potential_duplicate; __finaldtb

Holistic Design of a Mobile Peer Tutoring Application based on Learning and User Needs Analysis - Tan, Seng Chee; Chung, Sheng Hung; Cheung, Yin Ling; Looi, Chee Kit; Wong, Wai Hoe (Association for the Advancement of Computing in Education (AACE), 2020)
Research has shown that peer tutoring at the university level could improve students’ performance and, enhance their motivation and learning, increase self-determination and learner autonomy, and reinforce conceptual knowledge by providing opportunities for reapplication of concepts. This paper describes the development of a mobile peer tutoring application – Mobile Education Networked Tutoring On Request (MENTOR). We start with a review of literature to identify the relevant affordances that this mobile app should possess. In addition, questionnaires were administered with students...
KerkoCite.ItemAlsoKnownAs: 4804264:ZTMYQUEG
Keywords: Final_citation; cited; existing

A critical reflection of teacher professionalism in Cambodia - Tan, Charlene; Ng, Pak Tee (Asian Education and Development Studies, 2012)
Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and

The effects of multi-track year-round education on the delivery of senior high school education in Ghana. Lessons from global MT-YRE systems - Takyi, Stephen Appiah; Azerigyik, Richard Apatewen; Amponsah, Owusu (International Journal of Educational Development, 2019)
© 2019 Elsevier Ltd The debate on the effects of Multi Track Year-Round Education (MT-YRE) on educational outcomes remains unresolved in the conventional literature. Nevertheless, Ghana has introduced an MT-YRE in 400 schools to allow graduates from Junior High Schools, who for space constraints, would not have continued their formal educational journey, to enrol in Senior High Schools. The purpose of this study was to examine the prospects and challenges of the MT-YRE on educational outcomes and discuss their implications for educational policy in Ghana. The data used in the study were obtained through a review of literature from databases such as the Educational Resources Information Centre (ERIC), Ebsco, ProQuest and JSTOR and from grey sources such as institutional websites and online media publications. The results from a synthesis of the literature show that the MT-YRE has the prospects of increasing student enrolment while cutting down the cost of infrastructure provision. For instance, the literature indicates that student enrolment at the Senior High School level in Ghana has increased significantly with the introduction of the MT-YRE. However, other literature indicate that the MT-YRE affects educational outcomes negatively. It results in scheduling difficulties among families and denies students the opportunities to take summer jobs. A review of the Ghanaian MT-YRE reveals other challenges, which inlcude high administrative cost (employing more teachers) and poor academic performance of students (as a result of increased contact hours leading to behavioural problems caused by fatigue and boredom). The authors argue that poor academic performance among students is likely to defeat the government's Free SHS policy. This is because parents are likely to pay higher fees to enrol their non-performing wards in remedial classes. The cost of the lost years for these students may be difficult to quantify. Following the challenges identified, there is the need for educational policy makers to strategically plan towards the development of technical and vocational education to help accommodate the increasing students’ enrolment. Finally, the progress of the MT-YRE should be carefully monitored and evaluated to guide future decision making.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.102120 2129771:38YWEAIK 2129771:5285FCME

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 4804264:DP4YMP69
Keywords: Final_citation

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 2129771:CLHZEHYI 2486141:WYE6VGNR

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 2129771:9LS8BP3N 2486141:I9NBLP9N

Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review - Tai, Joanna; Ajjawi, Rola; Bearman, Margaret; Wiseman, Paul (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter provides a commentary on the potential choices, processes, and decisions involved in undertaking a systematic review. It does this through using an illustrative case example, which draws on the application of systematic review principles at each stage as it actually happened. The chapter firstly introduces the topic of ‘student engagement’ and explains why a review was decided appropriate for this topic. The chapter then provides an exploration of the methodological choices and methods we used within the review. Next, the issues of results management and presentation are discussed. Reflections on the process, and key recommendations for undertaking systematic reviews on education topics are made, on the basis of this review, as well as the authors’ prior experiences as researchers and authors of review papers.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_6 2129771:4L2S6KIT

Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. - Tahi (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707926 2129771:R5KV473Q 2405685:FB4FWFP9
Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _zenodoETH

Supporting Refugee Distance Education: A Review of the Literature - Taftaf, Randa; Williams, Christy (American Journal of Distance Education, 2020)
The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.
Publisher: Routledge _eprint: https://doi.org/10.1080/08923647.2020.1691411 KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 2129771:7PNWHCSL
Keywords: _genre:LR-literature_review

The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review - Tadesse, Seble; Muluye, Worku (Open Journal of Social Sciences, 2020)
Coronavirus affects the education system in the world. Schools, colleges, and universities are closed to control the spread of the coronavirus. School closure brings difficulties for students, teachers, and parents. So, distance learning is a solution to continue the education system. However, the lack of network infrastructures, computers, and internet access is challenging distance learning in developing countries. This paper aims to review the impact of the COVID-19 pandemic on the education system in developing countries. Hence, countries design a strategy to use educational technology, zero-fee internet educational resources, free online learning resources, and broadcasts teaching. During closures, educational institutions design curriculum, prepare teaching-learning strategies for post-coronavirus. The educational institutions design strategies to recover lost learning, and return students to school when schools reopen. Coronavirus has been impacting the face-to-face education system of developing countries. Therefore, developing countries should enhance broadcast teaching, online teaching, and virtual class infrastructures.
Number: 10 Publisher: Scientific Research Publishing

A rapid scan of the EdTech landscape in 11 countries - Taddese, Abeba (The EdTech Hub, 2020)
We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic […]
KerkoCite.ItemAlsoKnownAs: 2129771:DPW7TLVX
Keywords: _C:Sierra Leone SLE

Bridging research and practice: models for dissemination and implementation research - Tabak, Rachel G.; Khoong, Elaine C.; Chambers, David A.; Brownson, Ross C. (American journal of preventive medicine, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.amepre.2012.05.024 2129771:NDYZHH4V 4869029:DYQ8LWAH

Secularism, Democracy and Human Rights: The Islamic Dimension” - T.M., Bande; Muhammad, S.S.; Zagga, I.M.B.; Aisha Abdu-Ismail (Islamic Political Thoughts and Applications, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9UYCQH84 2129771:NA8QUCZW 2486141:KYNDZHVP

(untitled) - T-TEL (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:EY7L8I26

Midline survey: Transforming teacher education and learning - T-TEL (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:STGNQILB 2339240:MJM6PHCK 2405685:UMGJ8LUJ
Keywords: _C:Ghana GHA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Transforming Teacher Education and Learing (Ghana) [zip file] - T-TEL (2020)
Transforming Teacher Education and Learing (Ghana). This zip file contains a resource produced by Transforming Teacher Education and Learning (Ghana), www.t-tel.org. You can view and search all related records in the collection for T-TEL. The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
Publisher: Zenodo
Keywords: ⛔ No DOI found

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Ethopia - UNESCO Digital Library - Szucs, Eszter (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WH87MCJZ
Keywords: Final_citation; cited; existing

Urban Education Technological Disparities: The Debilitating Impact on Our Students for Twenty-First Century Employment - Swinton, Angelia K.; Williams, Lauren Ashley (Computer-Mediated Learning for Workforce Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:WS5V7KR3
Keywords: _C:Saudi Arabia SAU; __C:filed:1; __C:scheme:1

Enhancing Education for Deaf Children: Research into Practice and Back Again - Swanwick, Ruth; Marschark, Marc (Deafness & Education International, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1179/1557069X10Y.0000000002 2129771:R4HHWYPG 503888:CEFI75Q8
Keywords: _C:France FRA; _C:Spain ESP; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

An interactive system for finding complementary literatures: a stimulus to scientific discovery - Swanson, DR; Smalheiser, NR (Artificial Intelligence, 1997)
An unintended consequence of specialization in science is poor communication across specialties. Information developed in one area of research may be of value in another without anyone becoming aware of the fact. We describe and evaluate interactive software and database search strategies that facilitate the discovery of previously unknown cross specialty information of scientific interest. The user begins by searching MEDLINE for article titles that identify a problem or topic of interest. From downloaded titles the software constructs input for additional database searches and produces a series of heuristic aids that help the user select a second set of articles complementary to the first set and from a different area of research. The two sets are complementary if together they can reveal new useful information that cannot be inferred from either set alone. The software output further helps the user identify the new information and derive from it a novel testable hypothesis. We report several successful tests and applications of the system.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0004-3702(97)00008-8 2129771:CCYCH2FI 2405685:LL56VJY4 2486141:DI9NQLCF 2486141:Q4YETKAP
Keywords: _Added-ailr-2024

Creating learning without limits - Swann (Open University Press, 2012)
"'Creating Learning without Limits' takes on one of the most important issues in education today. In the last decade schools in England have taken a path towards putting all children into boxes, attaching a level to their heads and deciding what they are capable of achieving. This book shows the possibility of a different educational path, one in which all students are encouraged to achieve the greatest they can. Importantly the book also documents ways in which courageous teachers can do this - promoting fair and engaging learning environments for all students. This is a must-read for educators, policy makers and parents alike."Jo Boaler, Professor of Mathematics Education, Stanford University, California. Formerly a teacher and researcher at the Universities of London and Sussex."This will undoubtedly turn out to be amongst the most important educational books of the decade. Our capacity to respond, both individually and collectively, to its key insights and messages will profoundly affect not just the quality of our schools, but of our society for years to come. Engagingly and eloquently written, it exposes the intellectual bankruptcy and human destructiveness of widely held concepts of 'ability' and offers a richly textured, practical account of how one school moved from 'failure' to OfSTED 'outstanding' by committing itself to the practicability of a morally inspiring, educationally convincing alternative.If you want to know why 'the standards agenda' must inevitably fail and what we might do instead, read this book."Professor Michael Fielding, Institute of Education, University of London, UK"This is an inspiring and reviving book. It reminds us why people come into education - to make a difference for children. To make a deep difference we have to organize education differently. It describes a school that vibrates with learning in an atmosphere of deep humanity and care. Its practices are light years away from the measuring, labelling, targeting, and testing structures that have become our recent national norm. The school as a whole community transforms people."Anne Watson, Professor of Mathematics Education, University of Oxford, UK"This book provides a grounded demonstration of the importance of educational principles, the most important of which is the understanding that each child's potential for learning is limitless. The authors describe new school and classroom practices through which learning can be transformed. Their argument has influenced government thinking on the review of the National Curriculum in England. I urge you to let it influence your thinking too!"Professor Andrew Pollard, Institute of Education, University of London, UK"This is a brilliant study of a small and very successful primary school in Hertfordshire where the teachers have rejected ideas of fixed innate ability and believe instead in the limitless potential of all young people. At a time when the Ofsted inspection process employs dubious and limited notions of 'standards' and 'achievement', it would be good to think that there could be many more schools like this one showing the way towards a new and liberating view of human development. The book deserves a really wide readership."Professor Clyde Chitty, Institute of Education, University of London, UK"This book is slim in size but hefty in significance. It tells the story of a school driven by ambition, hope and the self-confidence that comes from a profound faith in the capacity of every child to be a passionate and engaged learner. This in the face of powerful and societally dominant messages that explicitly or more insidiously tell a different and more deterministic tale: that children (and schools) are fit and proper subjects for classification, measurement and management. And there's more - the careful scholarship on which this story is based prevents this book from being merely a description of what happens when a unique constellation of propitious circumstances meets a charismatic leader: this 'other way' is open to all who will take it - but it will demand the laying of solid and value-rich foundations, the exercising of autonomy for staff and pupils, the rethinking of relationships, a focus on learning (letting performance come as a secondary gift), and the taking of collective action. It's become a cliché to say of a book that it 'Should be read by every teacher (or parent, or whoever ...).' This one, and its predecessor 'Learning without Limits' merits that injunction." Barry Hymer, Professor of Psychology in Education, Education Faculty, University of Cumbria, UK"'Creating Learning without Limits' provides a welcome tonic that can help to offset the beleaguering effects of a performativity and standards agenda that reinforces the ability based practices so pervasive in schools today. Building on the compelling pedagogy first presented in 'Learning without Limits', this inspiring book shows how an alternative school improvement agenda can produce high academic attainment and enhanced capacity to learn for everybody. A classic for our time, it should be read by all who seek approaches to teaching and learning that are free from externally imposed views of ability and potential.”Professor Lani Florian, School of Education, University of Aberdeen, UK"If you share the convictions of the authors: 'That human potential is not predictable, that children's futures are unknowable, and that education has the power to enhance the lives of all', read the book! You will however need to proceed with caution; it will make some ofyou reflect on what you do and why you are doing it. This book could be the catalyst for the educational change that we are all praying for."Julie Lilly, Head Teacher, UKThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book is not simply a celebration of the success of the school; it engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. The insights generated by this study have enduring relevance and applicability to people in other contexts - for staff groups craving for more equitable school improvement; for individual teachers wondering how best to foster children's learning capacity; for school leaders and teacher educators who find their values increasingly compromised.

Promoting Girls' Education in Africa: The Design and Implementation of Policy Interventions. Education Research Paper. - Swainson, Nicola; Bendera, Stella; Gordon, Rosemary; Kadzamira, Esme (ERIC, 1998)
KerkoCite.ItemAlsoKnownAs: 2129771:QZ3QHUYT 4752638:FLG82F5U 4752638:LM6RKV4K 4752638:P4VUNU2P
Keywords: _C:Malawi MWI

Theme 6: Leadership for Learning (Coordinators) - Swaffield, Sue; MacBeath, J. (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:3PJ3UD5Z
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning (Tutors) - Swaffield, Sue; MacBeath, J. (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:2J3EWDD6
Keywords: Author:Haßler; Author:OpenDevEd; _C:Chad TCD; _C:Ghana GHA; _C:Greece GRC; _C:United Kingdom GBR; _C:Uruguay URY; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning - Swaffield, Sue; Jull, Stephen; Ampah-Mensah, Alfred (Procedia - Social and Behavioral Sciences, 2013)
Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.
Keywords: Ghana; Leadership for Learning; SMS; headteachers; mobile phone; professional development; school leaders; text messages

THE USE OF TABLETS IN TEACHING POLITICAL ECONOMY AT CZECH UNIVERSITIES - Svoboda, Roman; Šrédl, Karel; Severová, Lucie; Kopecká, Lenka; Rodonaia, Elizbar
EdTechHub.ItemAlsoKnownAs: 2129771:A9QNTVQK
Keywords: _C:Austria AUT; _C:Czech Republic CZE; _C:Germany DEU; _C:Ireland IRL; _C:Romania ROU; _C:Slovenia SVN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Effects of assistive technology for students with reading and writing disabilities - Svensson, Idor; Nordström, Thomas; Lindeblad, Emma; Gustafson, Stefan; Björn, Marianne; Sand, Christina; Almgren/Bäck, Gunilla; Nilsson, Staffan (Disability and Rehabilitation: Assistive Technology, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1646821 2129771:TSC7IKXJ
Keywords: __C:filed:1

A systematic review of tablet technology in mathematics education - Svela, Alexander; Nouri, Jalal; Viberg, Olga; Zhang, Lechen (2019)
Publisher: International Association of Online Engineering KerkoCite.ItemAlsoKnownAs: 10.3991/ijim.v13i08.10795 2129771:MSWD7C28
Keywords: __C:filed:1

Transforming pedagogical practice in mathematics: Moving from telling to listening - Suurtamm, C.; Vézina, N. (International Journal for Mathematics Teaching and Learning, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:C7UQZMLA 261495:NGGR64JD
Keywords: ⛔ No DOI found

Evidence-Based Policymaking: What is it? How does it work? What relevance for developing countries? - - Sutcliffe, Sophie; Court, Julius
Keywords: ⛔ No DOI found

Assessment of policies to improve teacher quality and reduce teacher absenteeism - Suryahadi, Asep; Sambodho, Prio (SMERU Research Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 4556019:9P4UH786

Ethical Considerations of Conducting Systematic Reviews in Educational Research - Suri, Harsh (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_3 2129771:4QHX9CG3 2129771:Q7NBQFZK

Insights on ESL student teachers reflecting collaboratively online - Suppiah, Shubashini; Wah, (PhD), Lee Kean; Swanto, (PhD), Suyansah; Lajium, (PhD), Denis Andrew (The English Teacher, 2019)
The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.
Place: Seri Kembangan Publisher: Malaysian English Language Teaching Association (MELTA) KerkoCite.ItemAlsoKnownAs: 2534378:DFCJXPJ2 2534378:VI3TK6EI 2534378:VWP4487Z
Keywords: Collaboration; Distance learning; English as a second language–ESL; Linguistics; Malaysia; Problem solving; Professional development; Reflective practice; Researchers; Social research; Student teachers; Teacher education; Teaching; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095770; __finaldtb; ⛔ No DOI found

Developing communities of instructional practice - Supovitz, Jonathan A. (Teachers college record, 2002)

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis - Sung, Yao-Ting; Chang, Kuo-En; Liu, Tzu-Chien (Computers & Education, 2016)
Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2015.11.008 2129771:FMDDUGJN 2486141:NCE2ZHRU
Keywords: Evaluation methodologies; Pedagogical issues; Teaching/learning strategies

Why do entrepreneurial mHealth ventures in the developing world fail to scale? - Sundin, Phillip; Callan, Jonathan; Mehta, Khanjan (Journal of Medical Engineering & Technology, 2016)
Telemedicine is an increasingly common approach to improve healthcare access in developing countries with fledgling healthcare systems. Despite the strong financial, logistical and clinical support from non-governmental organisations (NGOs), government ministries and private actors alike, the majority of telemedicine projects do not survive beyond the initial pilot phase and achieve their full potential. Based on a review of 35 entrepreneurial telemedicine and mHealth ventures, and 17 reports that analyse their operations and challenges, this article provides a narrative review of recurring failure modes, i.e. factors that lead to failure of such venture pilots. Real-world examples of successful and failed ventures are examined for key take-away messages and practical strategies for creating commercial viable telemedicine operations. A better understanding of these failure modes can inform the design of sustainable and scalable telemedicine systems that effectively address the growing healthcare disparities in developing countries.
KerkoCite.ItemAlsoKnownAs: 10.1080/03091902.2016.1213901 10/gf62hx 2129771:EH22JY9T
Keywords: Telemedicine; business models; community health workers; failure modes; global health; mHealth

Use of Twitter Technology in Educational Learning - Sunday, Ajibo Anthony (The Turkish Online Journal of Educational Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:L7FAMQE9
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Analysis and Improvement of Classroom Teaching Based on Artificial Intelligence - Sun, Zhong; Yu, Zi Chun; Xu, Fei Yun (AI in Learning: Designing the Future, 2023)
Common classroom teaching analysis, which has focused on counting and coding the teacher-student behaviors and discourse interactions, faces many difficulties as content-free, low efficiency, and small scale in analysis. To overcome these shortcomings, and foster high-quality classroom teaching, the current study proposes a blended human and Artificial Intelligence (AI) technology for classroom teaching analysis named as TESTII. It consists of five steps identifying teaching events, sequencing the pedagogies of classroom teaching structure, analyzing teacher-student interaction, interpreting teaching meaning, and providing improvement strategies for high-quality classroom teaching.
Keywords: Artificial intelligence; Classroom teaching analysis; Teaching events; Teaching structure

A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2018)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.
Publisher: Wiley-Blackwell, 350 Main Street, Malden, MA 02148 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524047?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:PKJIVPW8 2405685:EPP6N37E 2405685:IARRK6UB 2534378:L8X5Q62N 2534378:UH8EAVTI 2534378:UIYLRWUW
Keywords: Applications programs; China; Collaborative learning; Collaborative virtual environments; Communication; Computer Mediated Communication; Computer Software; Computer assisted instruction–CAI; Content Analysis; Content analysis; Cooperative Learning; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational technology; Foreign Countries; Handheld Devices; Higher Education; Learning; Network Analysis; Network analysis; Preferences; Preservice Teachers; Social Networks; Social factors; Student Attitudes; Student Surveys; Synchronous Communication; Telecommunications; Tools; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2096807; __finaldtb

The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis - Sun, Shuyan; Else-Quest, Nicole M.; Hodges, Linda C.; French, Allison M.; Dowling, Rebecca (Investigations in Mathematics Learning, 2021)
As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students’ knowledge states and personalizing interactive practice and feedback, ALEKS may potentially support learning in mathematics, which is foundational for success in science, technology, engineering, and mathematics fields. Given the mixed findings about the effects of ALEKS in previous research, we conducted a meta-analysis to examine if ALEKS was as effective as traditional instruction in mathematics education. Our analysis included 56 independent effect sizes obtained from 9,238 students in K-12 schools and institutions of higher education participating in 33 research studies between 2000 and August 2020. Results indicated that learning performance with ALEKS was comparable to that with traditional instruction (Hedge’s g = 0.05, 95% CI [−0.01, 0.20]) and ALEKS was especially effective when used to supplement traditional instruction (g = 0.43, 95% CI [0.02, 0.83]). These findings have important implications for using ALEKS in mathematics learning across different levels of education.
Publisher: Routledge _eprint: https://doi.org/10.1080/19477503.2021.1926194 KerkoCite.ItemAlsoKnownAs: 10.1080/19477503.2021.1926194 4804264:TCY55VSX
Keywords: ALEKS; Academic achievement; Final_citation; adaptive learning systems; existing; mathematics education; online learning

Estimates of the impact of COVID-19 on global poverty - Sumner, Andy; Hoy, Chris; Ortiz-Juarez, Eduardo; UNU-WIDER (UNU-WIDER, 2020)
Abstract: In this paper we make estimates of the potential short-term economic impact of COVID-19 on global monetary poverty through contractions in per capita household income or consumption. Our estimates are based on three scenarios: low, medium, and high global contractions of 5, 10, and 20 per cent; we calculate the impact of each of these scenarios on the poverty headcount using the international poverty lines of US$1.90, US$3.20 and US$5.50 per day. Our estimates show that COVID-19 poses a real challenge to the UN Sustainable Development Goal of ending poverty by 2030 because global poverty could increase for the first time since 1990 and, depending on the poverty line, such increase could represent a reversal of approximately a decade in the world’s progress in reducing poverty. In some regions the adverse impacts could result in poverty levels similar to those recorded 30 years ago. Under the most extreme scenario of a 20 per cent income or consumption contraction, the number of people living in poverty could increase by 420–580 million, relative to the latest official recorded figures for 2018.
KerkoCite.ItemAlsoKnownAs: 10.35188/UNU-WIDER/2020/800-9 2129771:7WEDDGRK

Pharmaceutical education in the South African multicultural society - Summers, R; Haavik, C; Summers, B; Moola, F; Lowes, M; Enslin, G (American Journal of Pharmaceutical Education, 2001)
In 1995, South Africa commenced the implementation of a new quality assurance program at all educational levels, which promotes outcomes-based education. Degree programs and academic institutions have to be accredited by the South African Qualifications Authority through discipline-specific Education Training and Quality Assurance bodies. In response to these changes in education structure, the South African Pharmacy Council has developed outcomes-based competency standards for entry-level pharmacists. On the basis of these standards, the School of Pharmacy of the Medical University of Southern Africa, which served a non-white population during the apartheid era, and the Technikon Pretoria, which served a predominantly white student population, have jointly established an integrated, problem-based BPharm curriculum. The student intake on the program reflects the South African demographic composition. The course is designed to meet both the competency requirements and the needs of historically disadvantaged sections of the community. It is now in its third year, with encouraging pass rates.
KerkoCite.ItemAlsoKnownAs: 2129771:D6AT4C4Y 2317526:654WSUFT
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:outcomes; F:qualification; F:standards; P:media; P:technology; Q:degree; T:Ausbildung; publicImportV1; ⛔ No DOI found

Educando en multi-emergencias: Un estudio cualitativo sobre el bienestar en docentes nicaragüenses - , SUMMA (SUMMA - KIX LAC, 2022)

Teacher professional development in crisis edited series: Annotated bibliography - Sullivan, Timothy (Inter-Agency Network for Education in Emergencies Toolkit. Burns, M., Ed, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:6JTMBTQH
Keywords: __C:filed:1; ⛔ No DOI found

A Quantitative Analysis of Perceptions Among Stakeholders Regarding Impact and Usage of iPads in Three Delaware Middle Schools - Sullivan, Dan (Wilmington University (Delaware), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2HZ7LW82
Keywords: __C:filed:1

Effects of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division, Pakistan - Suleman, Qaiser; Hussain, Dr Ishtiaq (2014)
The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division, Pakistan constituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design ” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated.
KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v4i1.5174 2129771:URN8ZGT9 4682641:CALKSHUF
Keywords: BE:LMIC; BE:RELEVANT

Perezhivanie as a phenomenon and a unit of analysis for studying children’s interactions with iPads in the early years of school in Saudi Arabia - Sulaymani, Omar; Fleer, Marilyn (Early Child Development and Care, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1080/03004430.2017.1316267 10/gdm2tw 2129771:N66AMHEB 2129771:XQN2CYUL 2129771:ZTI4F3VT
Keywords: __C:filed:1

Creating collaborative cultures for educational change - SUE ENGLERT, CAROL; Tarrant, Kathi L. (Remedial and special education, 1995)
ISBN: 0741-9325 Publisher: SAGE Publications Sage CA: Los Angeles, CA

Teacher Learning Circles: Reading Theory in Practice Through Dialogue - Suda, L. (2007)
The research suggests that teachers need to keep abreast of new ideas about student learning and effective strategies for enhancing that learning, and that professional learning is an essential aspect of improving practice at the classroom level. Furthermore, the evidence suggests that traditional approaches to professional development, usually delivered away from the school and focusing on teacher needs and development rather than student learning, have little impact on practice unless they are explicitly followed up through application in the classroom.
KerkoCite.ItemAlsoKnownAs: 2129771:LCLX3VLV
Keywords: __C:filed:1

Caribbean Regional Communications Infrastructure Program (CARCIP) - Submarine Cable Map (Submarine Cable Map, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:LCULPLMK 2486141:HG7YTXV5

Southern Caribbean Fiber - Submarine Cable Map (Submarine Cable Map, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SRECWPXY 2486141:LKJC6KQD

Public Administration Training and Development in Africa: The Case of the Republic of South Africa - Subban, Mogie; Vyas-Doorgapersad, Shikha (Journal of Public Affairs Education, 2014)
South Africa is a developmental state that suffers from a lack of management capacity in the public service. Hence, a national imperative focuses on addressing talent management and building a cohort of qualified and competent public servants. The synergistic link between public sector management and the content of public administration can be associated with and contribute to addressing critical skills shortages in the public service. Training in this regard with the demand for and supply of competent managers raises some serious consideration. Given that academicians and scholars often criticize the history and evolution of education and training in public administration as being overly administrative and outdated, how has the need for a transformative management-governance context advanced in South Africa? In this regard, a range of "soft skills" deemed necessary for the developmental agenda in South Africa is a focal point of contemporary public administration. From a training perspective, methodologies include problem-based learning, performance-oriented and situation-emergent training, project management approach to managerial problems, and emphasis placed on indigenous management knowledge in a developmental context. We hope that these innovative approaches would address the wide managerial gap in the public administration environment.
KerkoCite.ItemAlsoKnownAs: 10.1080/15236803.2014.12001804 10/gf622g 2129771:U9QT565G 2317526:JN7MMLM7 LOCAL-WOS:000410029600006
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; P:administration; P:environment; P:service industry; T:Ausbildung; Z:action learning; Z:capacity; Z:developmental state; Z:new public governance; publicImportV1

Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español - Suárez-Guerrero, Cristóbal; Lloret-Catalá, Carmen; Mengual-Andrés, Santiago (Comunicar: Revista Científica de Comunicación y Educación, 2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.3916/c49-2016-08 10/gf62jn 2129771:LWWF5BRG
Keywords: __C:filed:1

Teachers' Perceptions of the Digital Transformation of the Classroom through the Use of Tablets: A Study in Spain/Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español - Suarez-Guerrero, Cristobal (Comunicar (English edition), 2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:CIME9WM3
Keywords: __C:filed:1; ⛔ No DOI found

Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions - Su, Jiahong; Zhong, Yuchun (Computers and Education: Artificial Intelligence, 2022)
Publisher: Elsevier
Keywords: ❓ Multiple DOI

Teacher educators as agents of change? A critical realist study of a group of teacher educators in a Kenyan university - Stutchbury, Kristina (The Open University, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:J4QKGXE7 2129771:UYJHRF48
Keywords: _C:Australia AUS; _C:Botswana BWA; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:New Zealand NZL; _C:Nigeria NGA; _C:Rwanda RWA; _C:Senegal SEN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey - Sturm, Benjamin; Sunyaev, Ali (Business & Information Systems Engineering, 2019)
Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12599-018-0569-6 2129771:3S3KBLPA 2129771:TYWUP8U4 2405685:6ZC2C36J 2486141:I75MLBTJ 2486141:UNR5E4GB
Keywords: Design principles; Design science research; Information retrieval; Literature review; Systematic literature searches; Systematic search systems; _Added-ailr-2024

Student perceptions of flipped learning in a high school math classroom - Strohmyer, Daniel A. (Walden University, 2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:3AXEB7PX
Keywords: _C:Australia AUS; _C:Cuba CUB; _C:Ireland IRL; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Using digital technology to improve learning - Stringer, Eleanor; Lewin, Cathy; Coleman, Robbie (Education Endowment Foundation, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:VNC5FJBM 2486141:JV4TL7X7
Keywords: _Added to LR; _T:reviewed

At last: Recent applications of new literacy studies in educational contexts - Street, B V (Research in the Teaching of English, 2005)
KerkoCite.ItemAlsoKnownAs: 2129771:2QZM2I8C
Keywords: ⛔ No DOI found

Grounded Theory in Practice - Strauss, Anselm; Corbin, Juliet M. (SAGE Publications Ltd, 1997)
KerkoCite.ItemAlsoKnownAs: 2129771:I6XTLTLY 2317526:54W8URFJ

POSSIBILITIES FOR APPLICATION OF DOCUMENT CAMERAS AND WEBCAMS IN THE LECTURE HALLS AND LABORATORIES OF THE UNIVERSITIES - Stoykova, Vanya; Zlatev, Zlatin; Baycheva, Stanka
KerkoCite.ItemAlsoKnownAs: 10.15547/artte.2016.02.005 2129771:YXICIP8B
Keywords: __C:filed:1

Conceptual Modeling: Topics, Themes, and Technology Trends - Storey, Veda C.; Lukyanenko, Roman; Castellanos, Arturo (ACM Computing Surveys, 2023)
Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed.
KerkoCite.ItemAlsoKnownAs: 10.1145/3589338 2129771:QLDXICWF 2405685:I4MW7HVE 2486141:DE5MJL8K
Keywords: _Added-ailr-2024

Critical Digital Pedagogy: A Collection - Stommel, Jesse; Friend, Chris; Morris, Sean Michael; Rorabaugh, Pete; Rheingold, Howard; Watters, Audrey; Davidson, Cathy; Stewart, Bonnie; Benjamin, Ruha (2020)

Critical Digital Pedagogy: a Definition - Stommel, Jesse (Hybrid Pedagogy, 2014)
We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).
KerkoCite.ItemAlsoKnownAs: 2129771:3QHFMD2Y 2486141:CJVXDLLV

Professional Learning Communities: A Review of the Literature - Stoll, Louise; Bolam, Ray; McMahon, Agnes; Wallace, Mike; Thomas, Sally (Journal of Educational Change, 2006)
International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-006-0001-8 2129771:NH7UUAGS 2129771:NIBX22E8

Climate impacts of the metaverse - Stoll, Christian; Gallersdörfer, Ulrich; Klaaßen, Lena (Joule, 2022)
Christian Stoll is a research affiliate at the Center for Energy Markets of the Technical University of Munich and at the Center for Energy and Environmental Policy Research of the Massachusetts Institute of Technology. He co-founded CCRI and works as a management consultant. His research focuses on the intersection of sustainability and cryptocurrencies. Ulrich Gallersdörfer is a research associate at the Department of Informatics of the Technical University of Munich. He is a co-founder and CEO of CCRI, a company providing intelligence and data for cryptocurrencies, blockchain, and related technologies. His research focuses on blockchain technology and adjacent fields. Lena Klaaßen is a PhD student at the Climate Finance and Policy group at ETH Zurich. She is also a co-founder of CCRI. Her research focuses on the role of the financial sector in acelerating investment in low-carbon energy technologies as well as the environmental impact of companies and technologies.
KerkoCite.ItemAlsoKnownAs: 2129771:IYGCXSV7 2129771:P8PSQK3D 2129771:PW39QGGI

Application of Language Models for the Segmentation of Website Visitors - Stöckl, Andreas; Krauss, Oliver (Intelligent Systems and Applications, 2024)
Series Title: Lecture Notes in Networks and Systems

Innovative approaches to sexual and reproductive health and rights - Stienen, Petra (2023)
Sexual and reproductive health and rights (SRHR), which are related to bodily autonomy and selfdetermination in sexuality and reproduction, are particularly relevant to gender equality but concern every individual. Access to these rights should be ensured without discrimination based on any ground. This objective should be high in the priorities of legislators and policy makers. Innovation in science and technology, in areas such as communication and online medical consultation and prescription, facilitates the implementation of this policy priority.
Keywords: ⛔ No DOI found

Delegates' Experience of a Professional Development Workshop for Staff of Nigerian Independent Schools: An Appreciative Inquiry - Steyn, Gm (Mediterranean Journal of Social Sciences, 2014)
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n23p1470 2129771:4PPI5YBP 2486141:RABHZRUE
Keywords: _AcademicRecoveryOECS

Three ex-PMs attack plan to merge DfID with Foreign Office - Stewart, Heather; Wintour, Patrick (The Guardian, 2020)
Aid organisations accuse Johnson of tying aid to security and diplomatic aims
KerkoCite.ItemAlsoKnownAs: 2129771:N45ILED9
Keywords: Aid; Boris Johnson; Dominic Raab; Foreign policy; Global development; Politics; UK news

Cultivating a Personal Learning Network that Leads to Professional Change - Stewart, Benjamin L. (2015)
KerkoCite.ItemAlsoKnownAs: 4804264:JV9GYXPT
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Cultivating a personal learning network that leads to professional change - Stewart, Benjamin L. (Northcentral University, 2015)
Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.
ISBN: 978-1-339-39148-9 Publication Title: ProQuest Dissertations and Theses 3746019 Loc in Archive 1758252241 KerkoCite.ItemAlsoKnownAs: 2405685:TCB3AT84 2534378:8ZJEL8UE 2534378:HG5HYUVR
Keywords: 0444:Foreign language education; 0449:Educational leadership; 0710:Educational technology; Actor-network theory; Complexity; Content analysis; Education; Educational leadership; Educational technology; English; Foreign Language; Learning; Personal learning network; Polls & surveys; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2096277; __finaldtb

Crisis Intervention: An Opportunity To Change - Stevens, Brenda A; Ellerbrock, Lynette S (ERIC Clearinghouse, 1995)
KerkoCite.ItemAlsoKnownAs: 2129771:9Z5K5MZC 2486141:U56FFXZX
Keywords: ⛔ No DOI found

The role of formative evaluation in implementation research and the QUERI experience - Stetler, Cheryl B.; Legro, Marcia W.; Wallace, Carolyn M.; Bowman, Candice; Guihan, Marylou; Hagedorn, Hildi; Kimmel, Barbara; Sharp, Nancy D.; Smith, Jeffrey L. (Journal of general internal medicine, 2006)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11606-006-0267-9 2129771:2Y9SQZVZ 4869029:6LXF478A

Learning at scale: interim report | Unesco IIEP Learning Portal - Stern, Jonathan; Jukes, Matthew; Piper, Benjamin; DeStefano, Joseph; Mejia, Jessica; Dubeck, Peggy; Carrol, Bidemi; Punjabi, Maitri; Harris-Van Keuren, Christine; Tufail, Fatima (RTI, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:32HJYWK3
Keywords: Final_citation; cited; existing

The impact of Traffic-Related air pollution on child and adolescent academic Performance: A systematic review - Stenson, Chloe; Wheeler, Amanda J.; Carver, Alison; Donaire-Gonzalez, David; Alvarado-Molina, Miguel; Nieuwenhuijsen, Mark; Tham, Rachel (Environment International, 2021)
Background: The negative health impacts of traffic-related air pollution (TRAP) have been investigated for many decades, however, less attention has been paid to the effect of TRAP on children’s academic performance. Understanding the TRAP-academic performance relationship will assist in identifying mechanisms for improving students’ learning and aid policy makers in developing guidance for protecting children in school environments. Methods: This systematic review assessed the relationship between TRAP and academic performance. Web of Science, PubMed, CINAHL, Medline, PsycINFO, SPORTDiscus, Scopus and ERIC databases were searched for relevant, peer reviewed, articles published in English. Articles assessing exposure to TRAP pollutants (through direct measurement, local air quality monitoring, modelling, or road proximity/density proxy measures) and academic performance (using standardised tests) in children and adolescents were included. Risk of bias was assessed within and between studies. Results: Of 3519 search results, 10 relevant articles were included. Nine studies reported that increased exposure to some TRAP was associated with poorer student academic performance. Study methodologies were highly heterogeneous and no consistent patterns of association between specific pollutants, age groups, learning domains, exposure windows, and exposure locations were established. There was a serious risk of bias within individual studies and confidence in the body of evidence was low. Conclusions: This review found evidence suggestive of a negative association between TRAP and academic performance. However, the quality of this evidence was low. The existing body of literature is small, lacks the inclusion of high-quality exposure measures, and presents limitations in reporting. Future research should focus on using valid and reliable exposure measures, individual-level data, consistent controlling for confounders and longitudinal study designs.
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.envint.2021.106696 2129771:GL638AF5 4682641:45BNHEVW 5072953:W52PT62V
Keywords: BE:RELEVANT

Understanding theory of change in international development - Stein, Danielle; Valters, Craig (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:S8EA6I57 2317526:MFZZLT8S 2317526:NIXWR2K6
Keywords: ⛔ No DOI found

Artificial intelligence and climate change - Stein, Amy L. (Yale J. on Reg., 2020)
Publisher: HeinOnline KerkoCite.ItemAlsoKnownAs: 2129771:GXPETV4A 2129771:W363MZFB
Keywords: ⛔ No DOI found

Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana - Steeves, Leslie; Kwami, Janet (Studies in Comparative International Development, 2017)
The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.
shortDOI: 10/ggtsmj KerkoCite.ItemAlsoKnownAs: 10.1007/s12116-017-9245-y 10/ggtsmj 2129771:5QNERKHT 2405685:EHX857GT
Keywords: C: Ghana

A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning - Steenbergen-Hu, Saiying; Cooper, Harris (Journal of Educational Psychology, 2013)
In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a) overall, ITS had no negative and perhaps a small positive effect on K–12 students’ mathematical learning, as indicated by the average effect sizes ranging from g = 0.01 to g = 0.09, and (b) on the basis of the few studies that compared ITS with homework or human tutoring, the effectiveness of ITS appeared to be small to modest. Moderator analyses revealed 2 findings of practical importance. First, the effects of ITS appeared to be greater when the interventions lasted for less than a school year than when they lasted for 1 school year or longer. Second, the effectiveness of ITS for helping students drawn from the general population was greater than for helping low achievers. This finding draws attentions to the issue of whether computerized learning might contribute to the achievement gap between students with different achievement levels and aptitudes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Place: US Publisher: American Psychological Association KerkoCite.ItemAlsoKnownAs: 10.1037/a0032447 2129771:92TF69M3 2486141:4WW8HTB4
Keywords: Academic Achievement; Intelligent Tutoring Systems; Learning; Mathematics Education; Tutoring

A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K–12 Students’ Mathematical Learning - Steenbergen-Hu, Saiying; Cooper, Harris (2013)
KerkoCite.ItemAlsoKnownAs: 10.1037/a0032447 4804264:74TIVY26
Keywords: Final_citation; cited; existing

Sierra Leone 2015 population and housing census: Thematic report on poverty and durables - Statistics Sierra Leone (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:VBCDYP57 2339240:YKBEPH82 2405685:MPV2GIIW
Keywords: _C:Sierra Leone SLE

Sierra Leone Demographic and Health Survey 2008 - Statistics Sierra Leone (Ministry of Health and Sanitation, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:VN9SZBLW 2405685:XJLGGACD
Keywords: _C:Sierra Leone SLE

Sierra Leone Demographic and Health Survey 2019 - Statistics Sierra Leone (The DHS Program, 2020)
ICF
KerkoCite.ItemAlsoKnownAs: 2129771:H94TRS8B 2339240:J5MWI9UW 2405685:MEUW6R9C 2405685:MZXSNEV5
Keywords: _C:Sierra Leone SLE

Sierra Leone Multiple Indicator Cluster Survey 2017 - Statistics Sierra Leone (Statistics Sierra Leone, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:2TC7LDGS 2339240:7794TCGJ 2405685:N9SALPUS
Keywords: _C:Sierra Leone SLE

Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report - Statistics Sierra Leone (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:P8593M2K 2339240:SMX372XG 2405685:EP6QPCSW
Keywords: _C:Sierra Leone SLE

Submitted to TETFund, Abuja - State, Zamfara; S.M. Ali (2019)

Cultural Transmission and Material Culture: Breaking Down Boundaries - Stark, Miriam T.; Bowser, Brenda; Horne, Lee; Longacre, William (University of Arizona Press, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:C7H8HQVC 2317526:RHGFEDTT

Integrating deep linguistic features in factuality prediction over unified datasets - Stanovsky, G.; Eckle-Kohler, J.; Puzikov, Y. (Proceedings of the Annual Meeting of the Association for Computational Linguistics, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:AVJZD8WS 2486141:F25YVPZC
Keywords: ⛔ No DOI found

The Relationship Between School Distance And Academic Achievement Of Primary School Pupils In Ovia North-East Lga, Edo State, Nigeria. - Stanley, Udoka; Emmanuel, Nelly; Igboh, Benedict (2017)
The aim of this study was to investigate the relationship between school distance and academic achievement of primary school pupils in Ovia North-East LGA. As a guide to this study, four research questions as well as three hypotheses were tested the correlational research design was adopted for this study. The population of the study comprised all primary schools in Ovia North-East LGA. There are one hundred and one primary schools out of which twenty schools (20%) were sampled using the random sampling technique and one hundred teachers were used as sample for the study. The research instrument was a structured questionnaire on relationship between school distance and academic achievement of primary school pupils (S.D.A.A.Q). The reliability of the instrument was established through the use of test re-test method. The collected data were analyzed using simple percentage and Pearson Product Moment Correlation (PPMC) statistic was used in testing the hypotheses at 0.05 level of significance. The instrument was trial tested in Uselu primary school, Egor Local Government Area in Edo State using 20 teachers. The reliability coefficient was 0.86. The findings of the study revealed that: pupils in Ovia North-East LGA covered long distance to school; there is significant relationship between school distance and academic achievement of primary school pupils; there is a relationship between school distance and academic achievement of male primary school pupils While for the female, there is no significant relationship between school distance and academic achievement. It was thus recommended that primary schools should be located in different strategic locations in the Local Government Area to reduce the distance covered by the pupils. Alternatively, school buses should be made available to convey the pupils to and from schools to overcome the problem of late coming and tiredness on the part of the pupils thereby by enhancing their academic achievement. Parents and guardians should locate schools closer to their place of residence so as to prevent the pupils from walking long distance to schools which may reduce the level of their academic achievement. Furthermore, the Government should ensure that the available primary schools are made conducive for effective learning so as to improve the academic achievement of the pupils. Again, pupils should be motivated as well as reinforced on regular basis to encourage them to attend school regularly.

Learning to look: A handbook on classroom observation and teaching models - Stallings, Jane (Wadsworth Publishing Company, 1977)

Uncertainty in Early Occupational Aspirations: Role Exploration or Aimlessness? - Staff, Jeremy; Harris, Angel; Sabates, Ricardo; Briddell, Laine (Social Forces, 2010)
Many youth in the United States lack clear occupational aspirations. This uncertainty in achievement ambitions may benefit socio-economic attainment if it signifies “role exploration,” characterized by career development, continued education and enduring partnerships. By contrast, uncertainty may diminish attainment if it instead leads to “aimlessness,” involving prolonged education without the acquisition of a degree, residential dependence and frequent job changes. We use nationally representative data from the National Education Longitudinal Study to examine how uncertainty in occupational aspirations in adolescence (age 16) affects wage attainments in young adulthood (age 26). Results suggest that youth with undecided career ambitions earn significantly lower hourly wages in young adulthood than youth with more certain aspirations, supporting the view that uncertainty heightens the risk of labor-market problems.
KerkoCite.ItemAlsoKnownAs: 10.1353/sof.2010.0088 2129771:UEZ7PUUK

Preverovaní vedomostí žiakov vo vybranom učive predmetu technika pomocou PC - Stadtrucker, Roman (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:83CL4F23 2129771:DBDCZNQ8 2129771:E47TI5DL
Keywords: _C:Australia AUS; _C:Luxembourg LUX; _C:Mali MLI; _C:Singapore SGP; _C:Slovenia SVN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

What Is Web3? - Stackpole, Thomas (Harvard Business Review, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:DGML3FPT
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Schule und Ausbildung - Staatsministerium für Kultus
KerkoCite.ItemAlsoKnownAs: 2129771:ZLKLX6JX 2317526:QTAAD7KW

Class I + Class II (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745149 2129771:FCPVSMQ2
Keywords: SSEIP; _C:Sierra Leone SLE

Class III + Class IV (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745151 2129771:BX8FXSGM
Keywords: SSEIP; _C:Sierra Leone SLE

Class V + Class VI (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745153 2129771:8VUWYYJK 2129771:PFS92B3V
Keywords: SSEIP; _C:Sierra Leone SLE

Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP) [zip] - SSEIP (2020)
ZIP file for Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP).
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3743296 10.5281/zenodo.3743296 2129771:KQEE3GAS
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 01, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745050 2129771:AMU6VMDD
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 01, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745052 2129771:ZKWKD3KC
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 01, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745054 2129771:JDSF535N
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 02, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745056 2129771:I5NR3LPR
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 02, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745058 2129771:HXBDJXR9
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 02, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745060 2129771:YTWV4LZW
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 03, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745062 2129771:TDT9WIVH
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 03, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745064 2129771:XJACEB2W
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 03, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745066 2129771:H3ZN6RK2
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 04, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745068 2129771:P7KQJGK2
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 04, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745070 2129771:6CDIDFID
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 04, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745072 2129771:F2379T65
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 05, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745074 2129771:AAQQSV3B
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 05, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745076 2129771:BGYEPP5W
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 05, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745078 2129771:9Z9CJZX9
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 06, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745080 2129771:ERJNSG3A
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 06, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745082 2129771:VX6HPQGI
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 06, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745084 2129771:A6LIC8N2
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 07, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745194 2129771:QT9TV93W
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 07, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745155 2129771:MMG8UDG5
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 07, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745196 2129771:E79AJ9JW
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 07, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745157 2129771:2EQ3NSCV
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 07, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745198 2129771:8EFDHYE8
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 07, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745159 2129771:V964FYNF
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 08, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745200 2129771:RKBEBC6H
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 08, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745161 2129771:UPPTLQPS
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 08, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745202 2129771:6JURBC9X
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 08, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745163 2129771:VPU8AYJJ
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 08, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745204 2129771:5QMDNWP5
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 08, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745165 2129771:9267C68M
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 09, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745206 2129771:3XU8A8MP
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 09, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745167 2129771:PK9PIWNE
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 09, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745208 2129771:KA36LRQ3
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 09, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745210 2129771:4ASWZUTB
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 09, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745171 2129771:EBAN9SQS
Keywords: SSEIP; _C:Sierra Leone SLE

ENGLISH LANGUAGE - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745444 2129771:YMZCQS7A
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745316 2129771:IS8TDI66
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745318 2129771:KZZN77XR
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745320 2129771:2NNACSQS
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 1 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745394 2129771:K2L9VFAS
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 1, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745294 2129771:E744KZ2M
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 1 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745248 2129771:BWQR74K7
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 2 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745396 2129771:IEDAA2RI
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 2, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745296 2129771:AUK67RFP
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 2 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745250 2129771:MJSI2Z37
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 3 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745398 2129771:GNETPRAG
Keywords: SSEIP; _C:Sierra Leone SLE