An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

Supporting induction to the teaching profession for women in Malawi - Wolfenden, F.; Gallastegi, L; Chitsulo, J. (Distance Education and Teacher's Training in Africa Conference, 2011)
Gender parity in primary and secondary education has yet to be achieved in many countries in sub-Saharan Africa, including Malawi. The presence of female teachers is recognised as positively impacting on girls’ enrolment and learning success, but in many rural areas in Malawi, there are few qualifi ed female teachers working in primary or secondary schools. This paper contributes to the current debates on how to address this gap in qualified female teacher recruitment and retention in rural areas. One suggested solution to breaking the cycle of low female achievement in rural areas is the use of distance education to prepare local women to become teachers in their own communities. In the programme reported on in this paper, aspiring female teachers are supported to take on the role of “learning assistants” in their local community primary schools while studying to achieve the qualifi cations necessary for application to a formal primary teacher training course. Using applications, interviews and workshop data from the early stages of the programme, the backgrounds and motivations of applicants to the programme are explored. The paper also discusses the implications for the design of this distance learning programme, emerging constraints on the achievement of programme intentions and areas for further study.

TPD@Scale: Designing teacher professional development with ICTs to support system-wide improvement in teaching - Wolfenden, F (Foundation for Information Technology Education and Development., 2022)

Berufsbildung und Kultur – Ein Beitrag zur Theorie der Berufsbildung in der Entwicklungszusammenarbeit - Wolf, Stefan (2009)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1; ⛔ No DOI found

Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; McCoy, Marissa; Rasheed, Damira; Aber, J. Lawrence (Comparative Education Review, 2015)
Keywords: C:DRC; __C:filed:1

Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS) - Wolf, Sharon; Raza, Mahjabeen; Kim, Sharon; Aber, J. Lawrence; Behrman, Jere; Seidman, Edward (Early Childhood Research Quarterly, 2018)
© 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:middle-income country; F:access; F:learning; F:outcomes; F:policy; P:culture; P:measurement; P:nature; P:social; P:teacher education; P:teachers; R:observation; T:Training; Z:Pre-primary school; Z:Process quality; Z:School readiness; Z:Sub-Saharan Africa; Z:Teacher education; Z:Teacher-child interactions; _C:Ghana GHA; publicImportV1

Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana - Wolf, Sharon (Studies in Educational Evaluation, 2018)
Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:learning; F:motivation; F:outcomes; F:policy; F:teaching; P:measurement; P:services; P:teacher education; P:teacher training; P:teachers; R:impact; R:trial; T:Training; Z:early childhood education; Z:kindergarten; Z:pre-service training; Z:sub-Saharan Africa; Z:teacher training; _C:Ghana GHA; publicImportV1

An Evaluation of the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO) i3 Evaluation (Valid 45) Final Report. - Wolf, Rebecca; Cook, Michael; Reid, Alan; Neitzel, Amanda; Ross, Steven; Risman, Kelsey (Grantee Submission, 2021)
Keywords: Final_citation; ⛔ No DOI found

Primary Teacher Education in Rural Cameroon: Can Informal Learning Compensate for the Deficiencies in Formal Training? - Wohlfahrt, Melanie U (Africa Education Review, 2018)
The objective of the research on which this article reports was to evaluate the training conditions of primary school teachers in rural Cameroon, so as to identify alternative paths towards their qualification through informal learning in the workplace and outside. Following Denzin's (2009) between-methods triangulation approach, quantitative techniques, including statistical analyses and standardised questionnaires, were applied in addition to qualitative techniques, such as face-to-face interviews and observations of practising teachers and experts. The article presents the most common learning strategies of teachers in rural areas of Cameroon and recommends seminal solutions for teacher education. It can be concluded that informal learning in the workplace corresponds to traditional ways of learning in collectivist-oriented, oral societies in rural areas. Therefore, the combination of informal methods with formal structures of teacher education could improve the current educational system of many African countries, and provide a solution to meet the high demand for qualified staff within restricted budgets.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:attitude; F:learning; F:qualification; F:standards; F:teaching; F:teaching method; P:media; P:school teacher; P:teacher education; P:teachers; Q:informal learning; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; R:trial; T:Ausbildung; T:Training; T:workplace education; Z:Elementary school teachers; Z:Learning; Z:Rural areas; Z:Rural schools; Z:Teacher education; publicImportV1

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses: Introduction - Wodon, Quentin (COVID-19 and Catholic Schools, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part 1: Developed Countries with Focus on the United States - Wodon, Quentin (COVID-19 and Catholic Schools, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part II: Developing Countries with Focus on Sub-Saharan Africa - Wodon, Quentin (COVID-19 and Catholic Schools, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

Global economic crisis: A challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the Nigerian Economy - Wodi, SW (International Journal of Academic Research in Business and Social Sciences, 2012)
The paper attempts to evaluate the Global economic crisis and the challenges to entrepreneurship development of technical vocational education and training in oil and Gas sector of the Nigerian economy. Effects of the global melt down in the economies of developed countries of the world and its chain-link action has gradually enveloped the entire world economy. This development impacted negatively on the Nigerian economy coupled with the Niger delta crisis that has drastically affected oil and gas production and development of new fields with its attendant consequences. Accordingly, vocational and technical education institutions that undertake training of technicians in such enterprise as welders, electricians, pipe fitters including safety experts were affected as a result of global melt down, constraining the oil and gas companies from engaging the services of Technical Vocational Education and Training Professionals (TVET) in the energy sector.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:economy; T:TVET; publicImportV1; ⛔ No DOI found

Communication in Sierra Leone: an Analysis of Media and Mobile Resources - Wittels, Annabelle; Maybanks, Nick (BBC Media Action, 2016)
Keywords: _C:Sierra Leone SLE

Mobile learning in schools: Key issues, opportunities and ideas for practice - Wishart, Jocelyn (Routledge, 2017)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Brunei Darussalam BRN; _C:Canada CAN; _C:China CHN; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Italy ITA; _C:Jamaica JAM; _C:Japan JPN; _C:Korea XKOR; _C:Lebanon LBN; _C:Malaysia MYS; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Portugal PRT; _C:Qatar QAT; _C:Singapore SGP; _C:Slovenia SVN; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

A Historic Shock to Parental Engagement in Education: Parent Perspectives in Botswana during COVID-19. Policy Brief - Winthrop, Rebecca; Ershadi, Mahsa; Angrist, Noam; Bortsie, Efua; Matsheng, Moitshepi (Center for Universal Education at The Brookings Institution, 2020)
When schools closed in Botswana on March 23, 2020 due to the COVID-19 pandemic, education administrators, teachers, and ultimately parents were faced with difficult decisions about how to help children continue learning without setting foot inside a classroom. In-person classes returned on June 17, 2020, though a second school closure occurred for two weeks beginning July 30 in greater Gaborone. The COVID-19 pandemic has provided a historic shock to education systems worldwide, necessitating parents to join the frontlines of the teaching-learning process. In this report, the authors share data from recent research on parents in Botswana, seeking to shed light on a range of questions, including: (1) What have been parents' experiences in relation to their children's education? (2) What are parents' beliefs about what makes for a quality education for their child? (3) What informs parents' beliefs about education at this time? and (4) What can the education community learn from the different parent engagement approaches used during COVID-19 that could be relevant long term? While there is much to learn from parents' responses, the report presents three main findings that have implications for education policymakers, administrators, educators, and civil society partners: (1) parents have high but declining levels of satisfaction with their children's education; (2) parents want schools to teach a breadth of academic and non-academic competencies and skills but believe their children's teachers primarily value academic skills; and (3) despite prioritizing non-academic skills, parents rely heavily on academic exams to indicate a good quality education. [This report was co-produced by Young 1ove.]
Keywords: Blended Learning; COVID-19; Course Content; Distance Education; Educational Quality; Electronic Learning; Experience; Foreign Countries; Pandemics; Parent Attitudes; Parent Influence; Parent Role; Parents as Teachers; Satisfaction; School Closing; Skill Development

Physical, psychological, sexual, and systemic abuse of children with disabilities in East Africa: Mapping the evidence - Winters, Niall; Langer, Laurenz; Geniets, Anne (PloS one, 2017)

Lighting and discomfort in the classroom - Winterbottom, Mark; Wilkins, Arnold (Journal of Environmental Psychology, 2009)
Aspects of classroom lighting and décor that can promote discomfort and impair task performance through glare, and imperceptible 100 Hz flicker from fluorescent lighting, were examined in a sample of UK schools. In 90 classrooms, across eleven secondary schools and six local education authorities variables measured included flicker, illuminance at desks, and luminance of whiteboards. Results showed that 80% of classrooms are lit with 100 Hz fluorescent lighting that can cause headaches and impair visual performance. Mean illuminance (from excessive day- and artificial lighting) was in excess of recommended design illuminance in 88% of classrooms, and in 84% exceeded levels beyond which visual comfort decreases. Lighting could not be adequately controlled due to classroom design and infrastructure. Ceiling-mounted data-projectors directed at whiteboards mounted vertically on the wall resulted in specular reflection from the whiteboard, visible as a glare spot with luminance high enough to cause discomfort and disability glare. The intensity of the glare spot varied between different brands of whiteboard. Ambient lighting, needed for close work at pupils' desks, reduced image contrast. Venetian blinds in 23% of classrooms had spatial characteristics appropriate for inducing pattern glare. There was significant variation between schools and local authorities. These findings may provide insights into small-scale reports linking pupils' attainment, behaviour and learning to classroom lighting, and may also help explain some of the benefits of coloured overlays for pupils' reading.

Educational attainment gap: Regional disparities - Winchester, Nicole (2022)
Following the release of this year’s GCSE and A-level results, some commentators have raised concerns that the educational attainment gap between the north and south of England has widened. This issue is the focus of an upcoming question for short debate in the House of Lords. In preparation for the debate, this briefing looks at recent commentary on the issue and provides an overview of this year’s results.
Keywords: ⛔ No DOI found

The Journey to Scale: Moving Together Past Digital Health Pilots - Wilson, Kate; Gertz, Beth; Arenth, Breese; Salisbury, Nicole (PATH, 2014)
Keywords: Final_citation; cited; existing

The German 'Dual System' of Occupational Training: - Wilson, David N (Annual Meeting of the Comparative and International Education Society, 2000)
Germany's Dual System, which consists of in-school and in-enterprise components, facilitates entry into 374 recognized technical, white-collar and blue-collar occupations listed in training regulations that are grounded in legislation. The Dual System's origins and development in Germany were examined along with several attempts to replicate the German model in other countries. The literature on transfer and replication of the Dual System model was reviewed, and micro case studies of attempts to adopt the German model in the following countries were presented: Botswana; Costa Rica; the Dominican Republic; India; Indonesia; Lebanon; Seychelles; Singapore; and Sri Lanka. Reflections of Germany's Dual System in United States work-based youth apprenticeships were also considered. Of all the countries examined in the micro case studies, only Singapore seems to have replicated the German record of participation of 64%-81% of 16- to 18-year-olds in the Dual System. It was concluded that integration of academic and technical-vocational curricula is extremely difficult in nations where technical and vocational education and training is often perceived to be second-class education. It was further concluded that Germany's culture of in-firm training may be the most difficult-to-develop attribute of the Dual System in developed and developing nations alike. (Contains 52 references.) (MN)
Keywords: ⛔ No DOI found

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (2018)
Keywords: Final_citation

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (Information Age Publishing, 2018)
Are you a grant maker, manager or evaluator who must assess your work to improve as well as be accountable for the use of resources and results? Does the project, program or organization you fund, manage or evaluate contend with substantial uncertainty about what to do and what will be the results? Do you thus experience constant change and unexpected and unforeseeable actors and factors in your intervention? Do you need to know what you are achieving and how in real time? And therefore, do you seek an alternative to conventional monitoring and evaluation of social change results? If yes, then you are the audience for this book. Beginning in 2002, working closely with co-evaluators and commissioners of evaluations, the author developed Outcome Harvesting to enable evaluators, grant makers, and managers to identify, formulate, verify, and make sense of changes that interventions have influenced in a broad range of cutting–edge innovation and development projects and programs around the world. Over these years, he led Outcome Harvesting evaluative exercises involving almost 500 non-governmental organizations, networks, government agencies, funding agencies, community-based organizations, research institutes and university programs. In over fifty evaluations, with forty co-evaluators he has harvested thousands of outcomes on six continents. Outcome Harvesting has proven useful in evaluations of a great diversity of initiatives: human rights advocacy, political, economic and environmental advocacy, arts and culture, health systems, information and communication technology, conflict and peace, water and sanitation, taxonomy for development, violence against women, rural development, organic agriculture, participatory democracy, waste management, public sector reform, good governance, eLearning, social accountability, and business competition, amongst others. In this book, the author explains the steps of Outcome Harvesting and how to customize them according to the nine underlying principles. He shares his experience and gives practical advice on how to work with Outcome Harvesting and remain true to its essential features.

Commercialising higher education in the UK: The state, industry and peer review - Willmott, Hugh (Studies in Higher Education, 2003)

ROER4D Project Activity Toolkit - Curation and dissemination - Willmers, Michelle; King, Thomas (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination (C&D). It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these activities in their operational strategies. While it has a particularly close link to the project’s research capacity building and communications functions, the processes entailed in C&D activity pertained to and supported all aspects of project activity in that they were designed to facilitate the secure storage and findability of content (both internally and externally) and promote collaboration. This document outlines the project’s strategic approach in terms of positioning itself as publisher in the context of an open research framework. It highlights the workflows and processes associated with two key aspects of its C&D activity: publication of a peer-reviewed edited volume and the project’s open data initiative.
Keywords: CitedIn:eCubed; Done:ReferenceFixed; Global South; ROER4D; curation; dissemination; eCubed; open licensing

Educational reform, enquiry‐based learning and the re‐professionalisation of teachers - Williamson, Ben; Morgan, John (The Curriculum Journal, 2009)

Big EdTech - Williamson, Ben (Learning, Media and Technology, 2022)
Keywords: Final_citation; cited; existing

Participatory Case Study Work: Approaches, Authenticity and Application in Ageing Studies - Williams, Sion; Keady, John (2021)

Popbots: Designing an artificial intelligence curriculum for early childhood education - Williams, Randi; Park, Hae Won; Oh, Lauren; Breazeal, Cynthia (2019)
Keywords: ⛔ No DOI found

External Validity and Policy Adaptation: From Impact Evaluation to Policy Design - Williams, Martin J (The World Bank Research Observer, 2020)
With the growing number of rigorous impact evaluations worldwide, the question of how best to apply this evidence to policymaking processes has arguably become the main challenge for evidence-based policymaking. How can policymakers predict whether a policy will have the same impact in their context as it did elsewhere, and how should this inﬂuence the design and implementation of policy? This paper introduces a simple and ﬂexible framework to address these questions of external validity and policy adaptation. I show that failures of external validity arise from an interaction between a policy’s theory of change and a dimension of the context in which it is being implemented, and develop a method of “mechanism mapping” that maps a policy’s theory of change against salient contextual assumptions to identify external validity problems and suggest appropriate policy adaptations. In deciding whether and how to adapt a policy in a new context, I show there is a fundamental informational trade-o↵ between the strength and relevance of evidence on the policy from other contexts and the policymaker’s knowledge of the local context. This trade-o↵ can guide policymakers’ judgments about whether policies should be copied exactly from elsewhere, adapted, or invented anew.

Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities - Williams, K.J.; Vaughn, S. (Learning Disability Quarterly, 2019)
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure (g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school. © Hammill Institute on Disabilities 2019.
Keywords: English learners; SEN; _AcademicRecoveryOECS; adolescents; high school; intensive intervention; learning disabilities; reading

Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda - Wilke, Anna M.; Green, Donald P.; Tan, Benjamin (The Journal of Development Studies, 2021)
Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.
Keywords: Africa; access to education; education quality

Teacher reports of opportunity to learn: Analyses of the - Wiley, D.; Yoon, B. (Educational Evaluation and Policy Analysis, 1995)

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review - Wilcha, Robyn-Jenia (JMIR Medical Education, 2020)
Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.
Keywords: _genre:LR-literature_review

13th - Wikipedia (Wikipedia, 2020)
13th is a 2016 American documentary by director Ava DuVernay. The film explores the "intersection of race, justice, and mass incarceration in the United States;" it is titled after the Thirteenth Amendment to the United States Constitution, adopted in 1865, which abolished slavery throughout the United States and ended involuntary servitude except as a punishment for conviction of a crime. DuVernay contends that slavery has been perpetuated since the end of the American Civil War through criminalizing behavior and enabling police to arrest poor freedmen and force them to work for the state under convict leasing; suppression of African Americans by disenfranchisement, lynchings and Jim Crow; politicians declaring a war on drugs that weighs more heavily on minority communities and, by the late 20th century, mass incarceration of people of color in the United States. She examines the prison-industrial complex and the emerging detention-industrial complex, discussing how much money is being made by corporations from such incarcerations. 13th garnered acclaim from a number of film critics. It was nominated for the Academy Award for Best Documentary Feature at the 89th Academy Awards, and won the Primetime Emmy Award for Outstanding Documentary or Nonfiction Special at the 69th Primetime Emmy Awards.

Andragogy - Wikipedia

Organisation of Eastern Caribbean States - Wikipedia (Wikipedia, 2020)

Theory of change - Wikipedia (2020)
Theory of Change (ToC) is a specific type of methodology for planning, participation, and evaluation that is used in companies, philanthropy, not-for-profit and government sectors to promote social change. Theory of Change defines long-term goals and then maps backward to identify necessary preconditions.Theory of Change explains the process of change by outlining causal linkages in an initiative, i.e., its shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped – as the “outcomes pathway” – showing each outcome in logical relationship to all the others, as well as chronological flow. The links between outcomes are explained by “rationales” or statements of why one outcome is thought to be a prerequisite for another.The innovation of Theory of Change lies (1) in making the distinction between desired and actual outcomes and (2) in requiring stakeholders to model their desired outcomes before they decide on forms of intervention to achieve those outcomes. Theory of Change can begin at any stage of an initiative, depending on the intended use. A theory developed at the outset is best at informing the planning of an initiative. Having worked out a change model, practitioners can make more informed decisions about strategy and tactics. As monitoring and evaluation data become available, stakeholders can periodically refine the Theory of Change as the evidence indicates. A Theory of Change can be developed retrospectively by reading program documents, talking to stakeholders, and analyzing data. This is often done during evaluations reflecting what has worked or not in order to understand the past and plan for the future.

Wiki - Wikipedia

Comparative Advantages of Offline Digital Technology for Remote Indigenous Classrooms in Guatemala (2019-2020) - Wiebe, Adrienne; Crisostomo, Luis Javier; Perez, Ruben Feliciano; Anderson, Terry (Journal of Learning for Development, 2022)
Technology has been viewed as a means to improve the quality of education for children globally, particularly in remote and marginal communities. This study examines the comparative advantages of the use of appropriate technology (off-line servers with digital libraries connected to a classroom set of laptops) in ten intervention schools in Indigenous communities in Guatemala for one school year. The study was too short (due to pandemic restrictions) to demonstrate statistically significant differences for learning outcomes. However, using an instructional core model as a framework, qualitative findings supported four previously identified comparative advantages, and identified four additional ones relevant to remote Indigenous communities. The intervention validated the ability of technology to improve standardized instruction, differentiated instruction, opportunities for practice, and learner engagement. Newly identified advantages are: access to high-quality educational resources (substitution for print materials), teacher capacity-building, student technical skills and digital literacy, and sharing cultural knowledge.
Keywords: Guatemala bilingual and intercultural education; Maya-Mam education; _genre:PR-primary_research; appripriate technology for education in Guatemala; ⛔ No DOI found

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia - Widodo, Ari; Riandi (Teacher Development, 2013)
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Keywords: CONTINUING education; EDUCATION & state; EDUCATION -- Forecasting; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Change; Educational Strategies; Elementary Secondary Education; FORECASTING; Faculty Development; Foreign Countries; HIGHER education; Higher Education; INDONESIA; Indonesia; Information Skills; Instructional Design; Interviews; Models; Needs Assessment; Online instruction; PROFESSIONAL education; Pedagogical Content Knowledge; Postsecondary Education; Professional development; Public policy; Questionnaires; Science Teachers; TEACHER certification; TEACHER development; TEACHER education; Teacher Education; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2097039; ___working_potential_duplicate; __finaldtb

Listening to Children with Disabilities: Voices from Uganda and Malawi - Wickenden, Mary (Education and Disability in the Global South: New Perspectives from Africa and Asia, 2018)
Keywords: ⛔ No DOI found

Reporting with pictures: a concept paper for researchers and health policy decision-makers - WHO; Haaland, A.; Akogun, Oladele B; Oladepo, O.; Kale, OO (2000)

Climate change - WHO
WHO fact sheet on climate change and health: provides key facts, patterns of infection, measuring health effects and WHO response.

Community-Directed Treatment with Ivermectin (CDTI): a practical guide for trainers of community directed distributors - WHO (APOC/WHO Publication, 1998)

COVID-19 Weekly Epidemiological Update, 1st Dec 2020 - WHO (WHO, 2020)

Sierra Leone | Ebola maps - WHO (2016)
Maps from WHO Ebola Situation Reports: Location of laboratories and ETUs, geographical distribution of cases in Guinea, Liberia, and Sierra Leone.
Keywords: _C:Sierra Leone SLE

The importance of play - Whitebread, David; Barilio, Marisol; Kuvalja, Martina; Verma, Mohini (Toy Industries of Europe, 2012)
Keywords: ⛔ No DOI found

Theory-based systematic reviews - White, Howard (Journal of Development Effectiveness, 2018)
It has been common to say that studies should address not just the question of what works, but also how, where, for whom and at what cost? A unifying framework for such an approach is the theory of change. This paper lays out an approach for using such a theory-based approach to systematic reviews, discussing issues which arise in mixed-methods causal chain analysis. I illustrate the funnel of attrition which is a heuristic device to understand why effect sizes are lower at the higher reaches of the causal chain, including why participation is less than usually expected. Examples are given from the international development sector.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:en; Systematic reviews; causal chain analysis; impact evaluation; publicImportV1; theory-based approach

What constitutes a theoretical contribution? - Whetten, D.A. (Academy of Management Review, 1989)

The_Beginner_s_Guide_to_PEA.pdf - Whaites, A. (UKAID, 2017)
Keywords: Final_citation; cited; existing

Commonsense methods for children with special educational needs - Westwood, Peter (Routledge, 2007)

Pedagogy, curriculum, teaching practices and teacher education in developing countries - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development and Centre for International Education, University of Sussex, 2013)
Keywords: Read; ⛔ No DOI found

Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development, 2013)
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1

Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report. - Westbrook, J.; Durrani, N.; Brown, R.; Orr, D.; Pryor, J.; Boddy, J.; Salvi, F. (2013)

Pedagogy, Curriculum, Teaching Practices and Teacher Education - Westbrook, J.; Durrani, N; Brown, R (2013)

Children's Privacy: An Evaluation of EdTech Privacy Policies - West, Tobi (2022)
Due to social distancing requirements at the onset of the pandemic many schools suddenly transitioned to online learning platforms. Additionally, minors create a significant amount of digital assets, often without regard for privacy or future use. Without ill intent, adults may encourage children to create digital assets containing private information, potentially leading to future embarrassment. During the child's younger years, they have the autonomy to create digital assets, yet they do not have the legal right to determine the use or deletion of those assets. Children's Online Privacy Protection Act (COPPA) is meant to protect children's privacy and as early adopters of new education technology, eager teachers are deciding which tools to use that may circumvent their school or district's approval processes. As features of their products, Education technology (EdTech) companies may share the data collected from children with third-party service providers to perform data analysis. Those service providers may not share the same compliance level in their privacy policy, putting the privacy and security of consumer data at further risk. This study reviews the privacy policies of three EdTech tools for COPPA compliance based on the Federal Trade Commission's tips for consumers. The report includes information about the privacy implications of third-party data processing, the legal consequences of privacy violations after the collection of minors' digital assets, and an explanation of the privacy policy evaluation reports of EdTech tools provided by Common Sense Media with suggestions for parents, teachers, and school administrators.
Keywords: Final_citation; anystyle; existing

Fostering Rapid Institution-wide Curricular Change in Response to COVID-19 - Werth, Eric; Williams, Katherine; Werth, Lori (Journal of Learning for Development, 2020)
To aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution’s 130-year history from a traditional 16-week semester to 8-week block scheduling. This  case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic.
Keywords: Open Educational Resources; calendar changes; coronavirus; ⛔ No DOI found

A guide to implementation research - Werner, Alan (The Urban Insitute, 2004)

The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature - Wenner, Julianne A.; Campbell, Todd (Review of Educational Research, 2017)
In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Israel ISR; _C:Singapore SGP; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

How teaching matters: Bringing the classroom back into discussions of teacher quality Policy Information Center Report, Educational Testing Service (ETS) - Wenglinsky, H. (2000)
Keywords: ⛔ No DOI found

Key design factors in durable instructional technology professional development - Wells, J.G. (Journal of Technology and Teacher Education, 2007)
Keywords: ⛔ No DOI found

Key design factors in durable instructional technology professional development - Wells, J G (Journal of Technology and Teacher Education, 2009)
Keywords: ⛔ No DOI found

A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi - Wellard, Kate; Rafanomezana, Jenny; Nyirenda, Mahara; Okotel, Misaki; Subbey, Vincent (The Journal of Agricultural Education and Extension, 2013)
Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; F:pro-poor; P:agricultural; P:agriculture; P:economy; P:measurement; P:services; P:technology; R:evaluation; R:impact; R:mixed method; T:Training; Z:Agricultural Occupations; Z:Agriculture; Z:Community Development; Z:Community Support; Z:Economically Disadvantaged; Z:Evidence; Z:Food; Z:Foreign Countries; Z:Innovation; Z:Poverty; Z:Rural Education; Z:Rural Extension; Z:Security (Psychology); Z:Sustainability; _C:Benin BEN; _C:Ghana GHA; _C:Malawi MWI; _C:Morocco MAR; _C:Norway NOR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Education and the electrification of rural schools - Welland, Alicia (2017)
Keywords: Final_citation; ⛔ No DOI found

Learning from strangers: The art and method of qualitative interview studies - Weiss, Robert S.; Weiss, Robert S (Simon and Schuster, 1995)
Keywords: ___duplicate_item

Nothing as Practical as Good Theory : Exploring Theory-Based Evaluation for Comprehensive Community Initiatives for Children and Families - Weiss, Carol Hirscbon (New Approaches to Evaluating Community Initiatives’ ed.). Washington, DC: Aspen Institute., 1995)
The topic on the table is the evaluation of comprehensive cross-sector community-based interventions designed to improve the lot of children, youth, and families.’ These types of initiatives draw on a history of experience, from the Ford Foundation’s Gray Areas Program in the early 1960s continuing through the federal programs of the President’s Committee on Juvenile Delinquency, the large Community Action Program of the War on Poverty, the Model Cities Program, community development corporations, services integration programs, and others. Most of the government programs incorporated requirements for systematic evaluation; for foundation-supported programs, evaluation was more sporadic and informal. None ofthe programs was satisfied that it had achieved either maximalprogrdm benefit from its efforts or maximal evaluation knowledge about program consequences from the evaluations it undertook. In recent years a new generation of comprehensive community initiatives (CCIs) has been funded. Supported in large part by private foundations, the initiatives aim to reform human service and collateral systems in geographically bounded communities. They work across functional areas-such as social services, health care, the schools, and economic and physical redevelopment-in an effort to launch a comprehensive
Keywords: Advocate (person); Amiga Walker; Approximation; CDISC SDTM Evaluator Terminology; Community; Community-Acquired Infections; Delinquent behavior; Design of experiments; Distortion; Evaluation; Foundations; GNU Compiler Collection; Goto; Health Care; Health Services; Interpreter (computing); Juvenile Delinquency; Maximal set; Needle-Exchange Programs; Requirement; School; Usability; benefit; corporation

Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms - Weisel, Derek (University of California, Los Angeles, 2017)
Keywords: _C:Canada CAN; _C:Cuba CUB; _C:Dominican Republic DOM; _C:United States USA; __C:filed:1; __C:scheme:1

Teaching the science of learning - Weinstein, Yana; Madan, Christopher R.; Sumeracki, Megan A. (Cognitive Research: Principles and Implications, 2018)
The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.
Keywords: Education; Learning; Memory; Teaching

Psychometric assessment of three newly developed implementation outcome measures - Weiner, Bryan J.; Lewis, Cara C.; Stanick, Cameo; Powell, Byron J.; Dorsey, Caitlin N.; Clary, Alecia S.; Boynton, Marcella H.; Halko, Heather (Implementation Science : IS, 2017)
Background Implementation outcome measures are essential for monitoring and evaluating the success of implementation efforts. Yet, currently available measures lack conceptual clarity and have largely unknown reliability and validity. This study developed and psychometrically assessed three new measures: the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM). Methods Thirty-six implementation scientists and 27 mental health professionals assigned 31 items to the constructs and rated their confidence in their assignments. The Wilcoxon one-sample signed rank test was used to assess substantive and discriminant content validity. Exploratory and confirmatory factor analysis (EFA and CFA) and Cronbach alphas were used to assess the validity of the conceptual model. Three hundred twenty-six mental health counselors read one of six randomly assigned vignettes depicting a therapist contemplating adopting an evidence-based practice (EBP). Participants used 15 items to rate the therapist’s perceptions of the acceptability, appropriateness, and feasibility of adopting the EBP. CFA and Cronbach alphas were used to refine the scales, assess structural validity, and assess reliability. Analysis of variance (ANOVA) was used to assess known-groups validity. Finally, half of the counselors were randomly assigned to receive the same vignette and the other half the opposite vignette; and all were asked to re-rate acceptability, appropriateness, and feasibility. Pearson correlation coefficients were used to assess test-retest reliability and linear regression to assess sensitivity to change. Results All but five items exhibited substantive and discriminant content validity. A trimmed CFA with five items per construct exhibited acceptable model fit (CFI = 0.98, RMSEA = 0.08) and high factor loadings (0.79 to 0.94). The alphas for 5-item scales were between 0.87 and 0.89. Scale refinement based on measure-specific CFAs and Cronbach alphas using vignette data produced 4-item scales (α’s from 0.85 to 0.91). A three-factor CFA exhibited acceptable fit (CFI = 0.96, RMSEA = 0.08) and high factor loadings (0.75 to 0.89), indicating structural validity. ANOVA showed significant main effects, indicating known-groups validity. Test-retest reliability coefficients ranged from 0.73 to 0.88. Regression analysis indicated each measure was sensitive to change in both directions. Conclusions The AIM, IAM, and FIM demonstrate promising psychometric properties. Predictive validity assessment is planned. Electronic supplementary material The online version of this article (doi:10.1186/s13012-017-0635-3) contains supplementary material, which is available to authorized users.

Ethical Guidelines for Artificial Intelligence-Based Learning: A Transnational Study Between China and Finland - Wei, Ge; Niemi, Hannele (AI in Learning: Designing the Future, 2023)
Artificial intelligence (AI) plays an increasingly prevalent role in the global education system. However, there is a lack of transparency about how AI technologies work alongside certain ethical guidelines. Achieving the global benefits of AI-driven learning and education requires international dialogue on the commonplaces of ethical considerations. This paper, taking China and Finland as two contextual cases, analyzes how AI-related policies at the national level have focused on educational themes and established aims for improving the quality of learning and education. As a result, four themes for AI ethics have emerged: (1) inclusion and personalization, (2) justice and safety, (3) transparency and responsibility, and (4) autonomy and sustainability. Although both China and Finland recognize the importance of AI ethics, the differences are manifested in their policy approaches, properties, and strategies due to sociocultural variation. This chapter emphasizes the need for international and transnational dialogue from ethical perspectives to foster our reciprocal understanding of AI and the human-centered stance on education in the digitized age.
Keywords: Artificial intelligence (AI); Education; Ethical guidelines; Learning; Policy analysis

Affordance Theory - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
The theory of affordances has been widely applied in studies of educational technology. In particular, it has been suggested that different education technologies ‘afford’ different kinds of teaching and learning. In this chapter, we look back to the origin of affordance theory in the work of perceptual psychologist James Gibson. We then offer a brief history of how affordance has been adapted and applied to educational technology. It has been suggested that the concept of affordances is too loose to be useful. This is perhaps because the affordances for action and for thought that any technology has not only depend on the technology, but also on how the user responds to the technology. We discuss the need to design the cultures and norms that shape user responses in addition to designing the technology itself. We offer an example to suggest that affordance theory can be particularly useful for educational design-based research that moves iteratively between the perspective of users and the perspective of the technology.

An Alternative History of Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
In most histories of educational technology, technology is referred to as a way of supporting education. In this chapter, we explore what happens when this framing of the relationship is reversed and we think about education as a way of supporting technology. We begin with the story of some of the first schools 4000 years ago in Ancient Sumeria. These, we claim, were created to support what was then a relatively new information and communications technology, cuneiform literacy. We argue that the shift from education based on talking and listening to education based on reading and writing involved a change in how knowledge is thought about and how education is understood. After the spread of education based on literacy, and later, on print literacy (which includes numeracy), a new kind of knowledge became possible: knowledge as an indirect representation of a reality rather than knowledge as a direct relationship with reality. This shift from oracy to literacy involved losses as well as gains. We end with a case study suggesting that digitally mediated education might be able to include more of the relationship and connectedness that is of value in oral education systems whilst continuing to support the greater reach and power of print literacy.

Heidegger's Hammer - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
Heidegger’s discussion of the way that tools and technology enter into experience has had a profound impact on the philosophy of technology. In this chapter, we look at the implications for design that follow from his account. We interrogate Heidegger’s criticism of modern technology, which he argues ‘enframes’ us and cuts us off from a more authentic and nourishing relationship with ‘Being’. We find that while Heidegger described modern technology as a danger, he also recognised it as an opportunity for a different kind of human future. Heidegger’s analysis of how technologies can shape our world and our understanding of it is relevant to understanding not only how we use everyday craft tools like hammers, but also to understanding the educational potential of networked digital technologies like global social media and Generative AI.

Introduction: Why we need a theory of educational technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
Thinking about how we should use technology in education is thinking about how we want to shape the future of education and, indeed, how we want to shape future humans. Theory is needed to illuminate the issues at stake, but there is only a very limited amount of existing theory specific to educational technology. Moreover, when theory is referred to this is almost invariably education theory without any influence from the theory of technology. This first chapter explains why we think a new ‘dialogic’ theory of educational technology is required and introduces the main themes of the book. We argue that the ‘voice’ of technology should feature prominently in any theory of educational technology. Two case studies are offered to illustrate that the ways in which we frame educational technology makes a difference to how we design for education with technology. The chapter ends with an outline of the argument of the whole book.

Researching Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
In this chapter, we explore the role of theory in educational technology research and ask what the role of theory should be. We begin with a brief history of education and educational technology research. This history suggests these fields have been dominated by ideas about research that are rooted in the affordances of print technology, in a way that does not fit the needs and affordances of digital technology. We also establish how there has been an unproductive alternation between what we call ‘inside’ views, how things feel to participants, and what we call ‘outside’ views, such as statistical patterns in data. It appears that new digital technology not only makes new ways of doing educational research possible, but it also changes how we should think about the purpose and nature of educational research. We end by proposing relatively new methodologies and paradigms influenced by dialogic theory that respond to these historical challenges and are better suited to researching educational technology.

Steps Towards a 'Dialogic' Grammar - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
In this chapter we look at three ‘grammars’ of educational technology, or ways of using and thinking about education technology, that are informed by the advent of the internet: online mediated communities of practice, educational online multi-user role-play games, and connectivism. Each of these grammars has different strengths and weaknesses. Our critique leads us towards a new way of understanding the role of educational technology which we call a ‘dialogic’ grammar or a dialogic foundation for the design of educational technology.

Technology and Expanding Dialogic Space - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter explores the concept of dialogic space in education and its relationship with technology. We begin by tracing the history of communications technology and its intersection with education, leading up to the emergence of AI chatbots as dialogue partners, arguing that technology has an important role in fostering dialogic spaces. We explore the modern concept of dialogic space, which is rooted in educational research and emphasises the importance of creating a space for open and exploratory dialogue. Specifically, we revisit Martin Buber’s seminal notion of ‘the space between’ as a realm of possibilities within interpersonal relationships. We also highlight the limitations of this theory in not accounting for technology’s materiality in shaping dialogic spaces. Integrating Buber’s ‘space between’ with recent dialogic space theory, we demonstrate how combining pedagogical and technological design can open, widen and deepen dialogic spaces. Two case studies exemplify how designing technology in tandem with pedagogy can project students into an expanded dialogic space. We suggest that expanding dialogic space may be the essence of education and perhaps the most important function of educational technology.

Technology and Expanding Dialogic Time - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter explores the concept of ‘dialogic time’ and its potential to offer insights into the design and use of technology in education. Education, we argue, is centrally concerned with drawing students into participation in the longer-term dialogues of culture such as science and the arts. We suggest that the design of educational technology and associated pedagogy can bring different temporal contexts into a dialogic relation. Considering dialogic time as well as dialogic space can help educators design for more effective and expansive learning experiences.

The 'Grammar' of Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
Designing educational technology implies ways of thinking about the role of technology in the educational process. This chapter looks at some of the most influential ways in which the role of digital technology in education has been imagined: technology as a ‘teaching machine’, as a ‘tool for thinking’ and as a ‘learning environment’.

The 'Meaning' of Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter explores the relationship between technology and human meaning making. We begin by challenging the common assumption that technology is a threat to human meaning and move on to explore why collaborations with technology can lead to a greater sense of meaning for learners. We argue that education for meaning requires the design of educational technology that helps learners to more deeply participate in systems that unite the biological, social and technological.

The Theory of Educational Technology: Towards a Dialogic Foundation for Design - Wegerif, Rupert; Major, Louis (Routledge, 2023)

Towards a Dialogic Foundation for the Design of Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter summarises our investigation into the theory of education technology and outlines a dialogic theory which we hope will prove useful as a foundation for educational technology design. To better understand education and how to improve it, we need to take technology seriously and listen to its ‘voice’. Our proposed dialogic theory focuses on how to design educational technology to support the opening, widening and deepening of dialogic spaces. It is about designing pedagogy with technology to facilitate the dynamic inter-weaving of educational dialogues at different spatio-temporal scales, linking short-term face-to-face dialogues to longer-term and more global dialogues.

Exploring Math Education Relations by Analyzing Large Data Sets II. Research Memorandum. ETS RM-21-02. - Weeks, Jonathan; Baron, Patricia (Educational Testing Service, 2021)
Keywords: Final_citation; ⛔ No DOI found

Planning for Educational Change: Putting people and their contexts first - Wedell, Martin (Bloomsbury Publishing, 2009)
This book highlights the current ideas about the what, why and how of educational change and what these suggest about the essential issues that change policy makers and planners need to consider. It analyses international case studies of change initiatives to illustrate how the change process can be affected when such issues are insufficiently acknowledged or ignored. Finally the book introduces a number of key questions for educational change practitioners to consider when they find themselves responsible for the planning and/or implementation and/or monitoring of changes within an institution, a locality or a region. Educational change scenarios, from change within a single institution to local implementation of a national change, are used to show how answers to these questions can help change planners to closely match their implementation processes to their local contextual realities.

Analyzing the past to prepare for the future: writing a literature review - Webster, J; Watson, RT (MIS Quarterly, 2002)
Keywords: ⛔ No DOI found

Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence - Webb, Thomas L.; Sheeran, Paschal (Psychological Bulletin, 2006)
Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.
Keywords: Attitude; Cooperative Behavior; Female; Humans; Intention; Male; Social Behavior

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
Keywords: Final_citation; cited; existing

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub Rapid Evidence Review, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
Keywords: L:Gender and education; LP: English; _EdTechHub_Output; _L:English UXZJW5DR; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found

Public health interventions, barriers, and opportunities for improving maternal nutrition in Northeast Nigeria - Webb-Girard, Amy; Dzingina, Cynthia; Akogun, Oladele B; Mason, John B.; McFarland, Deborah A. (Food and Nutrition Bulletin, 2012)
Keywords: ⛔ No DOI found

The Importance of Boundary Objects in Industry-Academia Collaborations to Support Evidencing the Efficacy of Educational Technology - Weatherby, Kristen; Clark-Wilson, Alison; Cukurova, Mutlu; Luckin, Rose (TechTrends, 2022)
Abstract The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support them with the use of existing and self-generated evidence of the efficacy of their educational technologies. Participants from a deliberate sample of six enterprises were interviewed to elicit their perceptions of the process through which the creation and use of a logic model for their product or service did or did not become a useful tool to support their research and business goals. The results suggest that logic models have vital roles as boundary objects in this context, such as supporting communication, learning, and product development. The study offers a first-case example of how logic models can be used in the design of educational technology, responding to the call for research in this area. A discussion on the challenges associated with the use of the logic model in the context of the project concludes the article.

Adobe Acrobat adds generative AI to ‘easily chat with documents’ - Weatherbed, Jess (The Verge, 2024)
No need to rummage through PDFs if a robot can do it for you.

SAVE THE CHILDREN INTERNATIONAL - Wc, London (2020)
An estimated 99% of children worldwide – or more than 2.3 billion children – live in one of the 186 countries that have implemented some form of restrictions due to COVID-191. Although children are not at a high risk of direct harm from the virus, they are disproportionately affected by its hidden impacts.
Keywords: ⛔ No DOI found

Education for All? Complex solutions to complex problems in the Nigerian education sector - Waziri, Nafisa (2020)

Measuring the Unmeasurable in Education: edited by Elaine Unterhalter, Oxon, Routledge, 2019, 169 pp., ISBN 978-0-367-00103-2 - Waziri, Nafisa (Journal of Human Development and Capabilities, 2021)

Experimenting With Teacher Professional Development: Motives and Methods - Wayne, A. J.; Yoon, K. S.; Zhu, P.; Cronen, S.; Garet, M. S. (Educational Researcher, 2008)
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.
Keywords: C:United States / International

6 Social choice and research capacity strengthening in Nigeria - Watts, Michael; Waziri, Nafisa; Akogun, Oladele (Social Choice, Agency, Inclusiveness and Capabilities, 2024)

Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria - Watts, Michael; Akogun, Oladele; Allsop, Terry; Waziri, Nafisa (Africa Education Review, 2023)
Keywords: ⚠️ Invalid DOI

Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria - Watts, Michael; Akogun, Oladele; Allsop, Terry; Waziri, Nafisa (Africa Education Review, 2023)

The Research Capacity Strengthening Strategy For Evidence-Based Education Policy and Practice in Northern Nigeria: Year Two Report - Watts, Michael; Akogun, Oladele B (Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)

iPadiCan: Trialling iPads to support primary and secondary students with disabilities - Watts, Liz; Brennan, Sharon; Phelps, Renata (Australian Educational Computing, 2012)
iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.
Keywords: ⛔ No DOI found

Teaching Machines: The History of Personalized Learning - Watters, Audrey (2021)

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
Keywords: Final_citation; cited; existing

Educational Television: A Rapid Evidence Review - Watson, Joe; McIntyre, Nora (EdTech Hub, 2020)
Keywords: Final_citation; cited; existing

The relationship between educational television and mathematics capability in Tanzania - Watson, Joe; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2021)
Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources.
Keywords: Tanzania; cost effectiveness; educational television; mathematics

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) - Watson, Joe (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…
Keywords: Final_citation; cited; existing

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [EdTech Hub Blog] - Watson, Joe (The EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly …

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [OpenDevEd Blog] - Watson, Joe (Open Development & Education, 2020)
Written by Joe Watson, research assistant at the University of Cambridge. This blog was first published as part of the coronavirus (COVID-19) and EdTech series on The EdTech Hub website under Creative Commons Attribution 4.0. One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) […]

COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration - Watermeyer, Richard; Crick, Tom; Knight, Cathryn; Goodall, Janet (Higher Education, 2020)
COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies.
Keywords: __C:filed:1

Social Network Analysis - Wasserman, S.; Faust, K. (1994)
Keywords: Final_citation

Long-term impacts of alternative approaches to increase schooling : evidence from a scholarship program in Cambodia (English) - Washington, D.; Barrera-Osorio, Felipe; Barros, Andreas De; Filmer, Deon P. (World Bank Group, 2018)

The Washington Group / UNICEF Child Functioning Module (CFM) - Washington Group; UNICEF (2020)

Is indoor environmental quality in my school classroom safe? - Warwocki, Pawel (Open Development & Education, 2023)
How can we monitor indoor environmental quality without access to sophisticated measurement instruments? This blog highlights simple methods for checking classroom environmental quality. The methods cannot replace the processes of taking actual measurements and monitoring, or ensure that classrooms meet code requirements; they will, however, help identify particular problems and indicate actions that can be taken to avoid them. The end of the blog includes a table of the actions described and a simple survey that can be used with schoolchildren. An output of the Open Development & Education, https://opendeved.net/
Keywords: _r:AddedByMyEducationEvidence

School: a second home for the children - Warwocki, Pawel (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms - Warwick, Paul; Cook, Victoria; Vrikki, Maria; Major, Louis; Rasmussen, Ingvill (Learning, Culture and Social Interaction, 2020)
Keywords: __C:filed:1

Technology and social inclusion: rethinking the digital divide - Warschauer, Mark (MIT Press, 2003)
Keywords: Digital divide; Final_citation; Marginality, Social; cited; existing

Technology and social inclusion: rethinking the digital divide - Warschauer, Mark (MIT Press, 2003)
Keywords: Digital divide; Marginality, Social

Reading for pleasure in paradise: paired reading in Antigua and Barbuda - Warrington, Molly J; George, Patricia (Literacy, 2014)
Reading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross‐age peer tutoring intervention began with the training of teachers in a small group of seven schools and was extended to all the schools on the islands in the following year. Qualitative research data from children and teachers showed that children were enthusiastic about the experience, with some evidence to show that their wider interest in reading was stimulated. Although for the pupils, particularly the younger ones, the main benefit of shared reading was perceived to be an improvement in reading skills, for teachers, it was the increase in children's confidence in reading that was cited as the most positive outcome. Although resource constraints in some schools did limit the scope of the programme, the paper argues that it boosted the reading development of a number of children and may have acted as a catalyst for stimulating a lasting pleasure and joy in reading.
Keywords: _Added to LR; _T:reviewed

RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic - Warren, Shana; Parkerson, Doug; Collins, Elliott (Innovations for Poverty Action, 2020)
Keywords: _C:Sierra Leone SLE

Professional Development in the OECS Gets an Upgrade! - Warner-Arnold, Tracey (2020)

The full report of Realdania - Wargocki, Pawel; Wyon, David P (International Centre for Indoor Environment and Energy., 2020)
This report summarises published research on how children’s performance of schoolwork in primary and secondary schools and their subsequent educational attainments are affected by classroom temperature, air quality, noise, and lighting. The main conclusions (Items 1-20) are set out below as unequivocal statements that are validated by the findings of the detailed reviews of research published that form the bulk of the report, or by the findings of research published since those reviews were written and in some cases published. Bibliographic references to the original research reports are to be found in each detailed review or in the list that appears below. To each statement has been added brief comments based on other relevant findings noted in the reviews. A short list of what is NOT yet known about the effects of each indoor climate factor is then appended (Items 5, 10, 15, and 20), the implications for energy conservation (Items 21-25) and priorities for future research in this area (Items 26-30) are suggested. This report’ssummaryisprovidedseparatelywiththecurrentrecommendations and requirements of indoor environmental quality conditions in schools. Four appendixes contain detailed reviews based on which the present report was prepared.

TAIL, a new scheme for rating indoor environmental quality in offices and hotels undergoing deep energy renovation (EU ALDREN project) - Wargocki, Pawel; Wei, Wenjuan; Bendžalová, Jana; Espigares-Correa, Carlos; Gerard, Christophe; Greslou, Olivier; Rivallain, Mathieu; Sesana, Marta Maria; Olesen, Bjarne W.; Zirngibl, Johann (Energy and Buildings, 2021)
Keywords: BE:RELEVANT

The relationships between classroom air quality and children’s performance in school - Wargocki, Pawel; Porras-Salazar, Jose Ali; Contreras-Espinoza, Sergio; Bahnfleth, William (Building and Environment, 2020)
The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12% with respect to the speed at which the tasks are performed and by 2% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses.
Keywords: BE:RELEVANT; Carbon dioxide; Children; Cognitive performance; Elementary schools; Learning

The relationship between classroom temperature and children’s performance in school - Wargocki, Pawel; Porras-Salazar, Jose Ali; Contreras-Espinoza, Sergio (Building and Environment, 2019)
The present paper reports a meta-analysis of published evidence on the effects of temperature in school classrooms on children's performance in school. The data from 18 studies were used to construct a relationship between thermal conditions in classrooms and children's performance in school. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and the examination results were considered as indicators of children's performance Due to the lack of complete measurements, thermal conditions were characterized by measured classroom temperatures. To create the relationship, the fractional change in performance of psychological tests and school tasks was regressed against the average temperature at which the change was recorded; all published data were used regardless of whether the change in learning outcome changed significantly with temperature. For other learning outcomes, no relationship was created because the data were insufficient. The relationship derived in the analysis shows that the performance of psychological tests and school tasks can be expected to increase on average by 20% if classroom temperatures are lowered from 30 °C to 20 °C and that the temperature for optimal performance is lower than 22 °C. The relationship is valid only for temperate climates. It requires verification for other climates and extensions to temperatures lower than 20 °C and higher than 30 °C.
Keywords: BE:Annotated; BE:RELEVANT; BE:temperature; Children; Cognitive performance; Elementary schools; Learning; Temperature; Thermal environment

Education buildings: resilience to global climate change and avoidance of inequalities - Wargocki, Pawel (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _r:AddedByMyEducationEvidence

Effects of Classroom Air Quality on Learning in Schools - Wargocki, Pawel (Handbook of Indoor Air Quality, 2021)
This chapter describes the evidence of the effects of indoor air quality (IAQ) on learning of children and gives an overview of the size of the effects expected. The results from the published experiments on the effects of classroom air quality on the performance of schoolwork do confirm that these effects are systematic and show that improving classroom air quality will have a significant positive effect on some aspects of learning, both on cognitive skills and academic attainment, as well as academic achievements and absence rates. Present studies show that to ensure classroom IAQ conducive to learning, CO2 levels (indicating the adequacy of ventilation) should be kept below 900 ppm at all times. It should be ensured that windows can be opened when needed, to improve classroom IAQ, and CO2 sensors should be installed to indicate when windows must be open (or any other measure to improve IAQ must be executed) if the CO2 concentration is too high and when they should be closed to conserve energy.
Keywords: Absence rate; BE:RELEVANT; Carbon dioxide; Learning; Schools; Sleep; Ventilation

Short summary report for Realdania - Wargocki, Pawel (International Centre for Indoor Environment and Energy, 2020)
Summary of the research on how thermal, air quality, noise reduction, lighting, and daylighting improvements in classrooms benefit children’s educational attainments

Spatially disaggregated population estimates in the absence of national population and housing census data - Wardrop, N. A.; Jochem, W. C.; Bird, T. J.; Chamberlain, H. R.; Clarke, D.; Kerr, D.; Bengtsson, L.; Juran, S.; Seaman, V.; Tatem, A. J. (Proceedings of the National Academy of Sciences, 2018)
Population numbers at local levels are fundamental data for many applications, including the delivery and planning of services, election preparation, and response to disasters. In resource-poor settings, recent and reliable demographic data at subnational scales can often be lacking. National population and housing census data can be outdated, inaccurate, or missing key groups or areas, while registry data are generally lacking or incomplete. Moreover, at local scales accurate boundary data are often limited, and high rates of migration and urban growth make existing data quickly outdated. Here we review past and ongoing work aimed at producing spatially disaggregated local-scale population estimates, and discuss how new technologies are now enabling robust and cost-effective solutions. Recent advances in the availability of detailed satellite imagery, geopositioning tools for field surveys, statistical methods, and computational power are enabling the development and application of approaches that can estimate population distributions at fine spatial scales across entire countries in the absence of census data. We outline the potential of such approaches as well as their limitations, emphasizing the political and operational hurdles for acceptance and sustainable implementation of new approaches, and the continued importance of traditional sources of national statistical data.
Keywords: census; geostatistics; population; remote sensing; surveys

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan - Ward, Nicholas D; Finley, Rachel J; Keil, Richard G; Clay, Tansy G (Journal of Geoscience Education, 2013)
Keywords: ⛔ No DOI found

Can the Kenyan Jua Kali Mechanic be Trusted in Servicing the New Technology Rich Vehicles? | African Journal of Education,Science and Technology - Wanyeki, Paul; Kitainge, Kisilu; Ferej, A (African Journal of Education,Science and Technology, 2018)
Mechanics in automotive garages need to keep pace with the ever evolving technological changes in the industry in order to provide relevant service to their clients. The formal garage mechanics have their training provided by vehicle suppliers on every critical technological innovation introduced in their automobiles. But the Jua Kali mechanics on the other hand do not have this symbiotic connection with suppliers. This paper tries to answer the question:  can the jua kali mechanic be trusted in servicing the new technology rich vehicles? The study used a descriptive survey research design. The study population consisted of Jua Kali practitioners who deal with repairs and servicing of automobiles within Eldoret town. Data was analyzed using the statistical package for social sciences (SPSS) software and content analysis techniques. The study found that the Jua Kali mechanics cannot be trusted in handling the new technology rich vehicle as they mostly relied on trial and error which more often than not leads to more damages.
Keywords: ⛔ No DOI found

Comprehensive sexuality education in sub-Saharan Africa: adaptation and implementation challenges in universal access for children and adolescents - Wangamati, Cynthia Khamala (Sexual and Reproductive Health Matters, 2020)

Error rates of human reviewers during abstract screening in systematic reviews - Wang, Zhen; Nayfeh, Tarek; Tetzlaff, Jennifer; O’Blenis, Peter; Murad, Mohammad Hassan (PLOS ONE, 2020)
Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48% of the potential references identified through bibliographic database search (95% confidence interval (CI): 2.38% to 8.58%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76% (95% CI: 7.43% to 14.09%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time.
Keywords: Automation; Cardiovascular medicine; Citation analysis; Database searching; Health screening; Mental health and psychiatry; Primary care; Systematic reviews

Individual difference in thermal comfort: A literature review - Wang, Zhe; de Dear, Richard; Luo, Maohui; Lin, Borong; He, Yingdong; Ghahramani, Ali; Zhu, Yingxin (Building and Environment, 2018)
Human individual differences widely and markedly affect thermal comfort and should be carefully considered in the design and operation of the built environment. This paper aims to list and examine the magnitude and significance of individual difference in the preferred/neutral/comfort temperature through reviewing previous climate chamber and field studies. Causal factors for individual differences are investigated, including sex, age and etc. There is no clear and consistent conclusions as to the significance and size of inter-group differences in thermal comfort (between females and males, or the young and the old). To address the issue of individual difference, a paradigm shift from centralized to personalized air condition is on the way with the following three steps: first, collecting individual physiological and psychological response; second, predict individual comfort with machine learning algorithms; and third, accommodating individual difference with Personalized Comfort Systems.
Keywords: Comfort temperature; Individual comfort model; Individual difference; Personal comfort systems

An overview of e-learning in China: History, challenges and opportunities - Wang, Yan; Liu, Xuan; Zhang, Zhenhong (Research in Comparative and International Education, 2018)
The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.
Keywords: Challenges; China; ICT in education; e-learning; professional development; successes

Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training - Wang, Victor X. (IGI Global, 2009)

Using the Robot as a Research Assistant: Research Design Using Generative AI - Wang, Shida (NYU SPS Applied Analytics Laboratory, 2023)

A case study of using an online community of practice for teachers' professional development at a secondary school in China - Wang, Qiyun; Lu, Zhiping (Learning, Media and Technology, 2012)
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Keywords: Case Studies; China; Communities of Practice; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Practices; Electronic Learning; Electronic Mail; Foreign Countries; Interviews; Learning; Lesson Plans; Mail Surveys; Online instruction; Participant Satisfaction; Pedagogy; Polls & surveys; Professional Development; Professional development; Secondary Education; Secondary School Teachers; Secondary school teachers; Teacher Surveys; Teaching Methods; Technology Uses in Education; Transformative Learning; __:import:01; __:match:final; __:matched; __:study_id:2096477; __finaldtb

MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC - Wang, Qiong; Chen, Bodong; Fan, Yizhou; Zhang, Guogang (Peking University, 2018)
Keywords: Final_citation; cited; existing

MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC - Wang, Qiong; Chen, Bodong; Fan, Yizhou; Zhang, Guogang (Peking University, 2018)
Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425977; __finaldtb; tpdsysrev_potential_duplicate; ⛔ No DOI found

Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation - Wang, Hui; Hall, Nathan C.; Taxer, Jamie L. (Educational Psychology Review, 2019)
Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Malaysia MYS; _C:Netherlands NLD; _C:Pakistan PAK; _C:Poland POL; _C:Romania ROU; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

A Comprehensive Review of Artificial Intelligence in Prevention and Treatment of COVID-19 Pandemic - Wang, Haishuai; Jia, Shangru; Li, Zhao; Duan, Yucong; Tao, Guangyu; Zhao, Ziping (Frontiers in Genetics, 2022)
The unprecedented outbreak of the Corona Virus Disease 2019 (COVID-19) pandemic has seriously affected numerous countries in the world from various aspects such as education, economy, social security, public health, etc. Most governments have made great efforts to control the spread of COVID-19, e.g., locking down hard-hit cities and advocating masks for the population. However, some countries and regions have relatively poor medical conditions in terms of insufficient medical equipment, hospital capacity overload, personnel shortage, and other problems, resulting in the large-scale spread of the epidemic. With the unique advantages of Artificial Intelligence (AI), it plays an extremely important role in medical imaging, clinical data, drug development, epidemic prediction, and telemedicine. Therefore, AI is a powerful tool that can help humans solve complex problems, especially in the fight against COVID-19. This study aims to analyze past research results and interpret the role of Artificial Intelligence in the prevention and treatment of COVID-19 from five aspects. In this paper, we also discuss the future development directions in different fields and prove the validity of the models through experiments, which will help researchers develop more efficient models to control the spread of COVID-19.

Violence against children perpetrated by peers: A cross-sectional school-based survey in Uganda - Wandera, Stephen Ojiambo; Clarke, Kelly; Knight, Louise; Allen, Elizabeth; Walakira, Eddy; Namy, Sophie; Naker, Dipak; Devries, Karen (Child Abuse & Neglect, 2017)

Predicting school performance using a combination of traditional and non-traditional education data from South Africa - Wandera, Henry; Marivate, Vukosi; Sengeh, Moinina David
The application of big data analytics in education is transforming learning, teaching and administration in schools. Current Education Data Mining (EDM) research focuses on teaching and personalized learning in higher institutions mostly in western countries with limited research conducted in African countries. Most research has been conducted using small datasets, simple learning analytics techniques and machine learning black box models to predict students’ performance. Black box modelling approaches use complex structures which are difﬁcult to be easily interpreted by stakeholders. We synthesize EDM approaches and tree based machine learning techniques to identify important features that can predict school performance across African countries such as South Africa. We apply LightGBM a gradient boosting framework and interpretable tree based algorithms on combined data sources from community surveys, school master lists and examination results to perform feature importance. The challenge faced in EDM research is limited education data sources, we merged different existing datasets from government reports and archives. We used community survey data to determine the standards of living in secondary schools within those communities. Cell phone internet, toilets, security, usable water sources, number of teachers and students, school location, and family head were identiﬁed as control variables impacting the attainment of schools. LightGBM, underlies the developed prediction model. It empowered the model with high accuracy, stability and easy interpretation hence outperforming XGBoost, decision tree and random forest algorithms.
Keywords: ⛔ No DOI found

An ontological analysis of some fundamental information systems concepts - Wand, Y; Weber, R (1988)
Keywords: ⛔ No DOI found

Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya. - Wambugu, Patriciah W. (Universal Journal of Educational Research, 2018)
Keywords: _C:China CHN; _C:Kenya KEN; __C:filed:1; __C:scheme:1

Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children - Walton, Jodie M. (University of Nottingham, 2018)
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:India IND; _C:Ireland IRL; _C:Japan JPN; _C:Jordan JOR; _C:Korea, Republic KOR; _C:Malawi MWI; _C:Mexico MEX; _C:Netherlands NLD; _C:Singapore SGP; _C:Spain ESP; _C:Sudan SDN; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

La formation professionnelle en secteur informel - ou Comment dynamiser l’économie des pays en développement? Les conclusions d’une enquête terrain dans sept pays africains. - Walther, Richard; Filipiak, Ewa (Agence Française de Développmement, 2007)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQv:f2-H-fr; C:Angola; C:Benin; C:Cameroun; C:Ethiopia; C:Morocco; C:Senegal; CLL:fr; publicImportV1

Document de Travail - La formation en secteur informel: Note de problématique - Walther, Richard (Agence Française de Développement, 2006)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; C:Benin; C:Cameroon; C:Morocco; C:Senegal; C:South Africa; CLL:fr; publicImportV1

Nouvelles formes d’apprentissage en Afrique de l’Ouest: Vers une meilleure insertion professionnelle des jeunes - Walther, Richard (2008)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; C:Benin; C:Mali; C:Senegal; C:Togo; CLL:fr; publicImportV1; ⛔ No DOI found

Towards a renewal of apprenticeship in West Africa - Walther, R (2008)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; A:East Africa; A:Sub-Saharan Africa; A:West Africa; C:Angola; C:Benin; C:Cameroon; C:Ethiopia; C:Mali; C:Senegal; 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:access; F:inclusion; F:pedagogy; P:crafts; P:economy; P:nature; Q:certificate; Q:higher education; Q:secondary education; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:apprentice; T:trainee; publicImportV1

Study on Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries Ethiopia, Kenya, Namibia, Rwanda and Tanzania - Walters, Shirley; Yang, Jin; Roslander, Peter (2012)
Keywords: ⛔ No DOI found

What professional development makes the most difference to teachers - Walter, C.; Briggs, J. (University of Oxford Department of Education, 2012)

ARTIREV: an integrated bibliometric tool to efficiently conduct quality literature reviews - Walsh, Isabelle; Renaud, Alexandre; Jeanneret Medina, Maximiliano; Baudet, Cedric; Mourmant, Gaetan (Systèmes d’information et management, 2022)
Keywords: ⛔ No DOI found

Meta-synthesis method for qualitative research: a literature review - Walsh, Denis; Downe, Soo (Journal of Advanced Nursing, 2005)
Aim. This paper discusses the purpose and stages of meta-synthesis and the epistemological status of knowledge generated from the technique. Particular attention is paid to exploring the contested areas of the method that remain. Background. There is a growing interest in meta-synthesis as a technique for generating new insights and understanding from qualitative health care research. An increasing number of meta-synthesis papers are appearing in the nursing and midwifery literature. Methods. Literature on the technique of meta-synthesis and examples of meta-synthesis papers were searched and reviewed. A meta-synthesis exercise was undertaken, and this informed reflection and critique of the method. Findings. Meta-synthesis attempts to integrate results from a number of different but inter-related qualitative studies. The technique has an interpretive, rather than aggregating, intent, in contrast to meta-analysis of quantitative studies. Examples from the literature indicate that some aspects of the technique are not yet fully established. Conclusion. Despite the contingent nature of evidence gleaned from meta-synthesis and current lack of consensus about some of its aspects, meta-synthesis is an important technique for qualitative researchers and can deepen understanding of the contextual dimensions of health care.
Keywords: contextual; interpretive; literature review; meta-synthesis; midwifery; qualitative research

Going digital on low-cost mobile phones in Bangladesh - Walsh, Christopher; Power, Tom (2011)
Keywords: ⛔ No DOI found

Low Cost Mobile Phones for Large Scale Teacher - Walsh, Christopher S; Shaheen, Robina; Power, Tom; Hedges, Claire; Kahtoon, Masuda; Mondol, Sikander (2012)
Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.

Cost Measurement Guidance Note for Donor-Funded Education Programming. - Walls, Elena; Tulloch, Caitlin; Holla, Alaka (United States Agency for International Development, prepared for Building Evidence in Education (BE2), 2020)
The guidance note’s fundamental objective is to facilitate the adoption of robust cost measurement practices and for the results to improve the effectiveness of global investments in education development among funders and national governments. The closing section of the note presents recommended steps for instituting cost measurement practices in an international donor agency. Harmonizing cost measurement across the entire global sector will increase its value by allowing for comparisons of cost-efficiency and cost-effectiveness of interventions funded by different donors. Similar to international standards for evaluation studies, adopting clear standards for cost studies would allow us to build and use the knowledge base and ultimately improve the efficiency and effectiveness of international investments in education.

Apprenticeship Strategies Among Dii Potters from Cameroon, West Africa - Wallaert, H (2008)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:Lehrlingsausbildung; T:apprentice; publicImportV1

Introduction: Learning about teacher learning: reflections of a science educator - Wallace, J. (Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning, 2003)

bwallace/abstrackr-web - wallace, byron (2023)
web-based citation screening tool

Deploying an interactive machine learning system in an evidence-based practice center: Abstrackr - Wallace, B.C.; Small, K.; Brodley, C.E. (2012)

Quantitative Analysis of the Distribution of Professional Staff with Advanced Degrees in 2014 Missouri Public School Districts by Student Ethnicity and Socioeconomic Status - Wall, T J (2015)
Keywords: Lebanon_event_2021; _C:Finland FIN; _C:Norway NOR; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

Effects of Early Childhood Psychosocial Stimulation and Nutritional Supplementation on Cognition and Education in GrowthStunted Jamaican Children: Prospective Cohort Study. - Walker, Susan P.; Chang, Susan M.; Powell, Christine A.; Grantham-McGregor, Sally M. (The Lancet, 2005)

Covid has eroded progress by disadvantaged pupils in England, finds study - Walker, Peter (The Guardian, 2021)
Research shows regional disparities, with some children in the north losing twice as much learning
Keywords: Coronavirus; Education; Inequality; North of England; Primary schools; Schools; Secondary schools; Teaching; UK news

Inclusion in Practice: An explanatory study of how patterns of classroom discourse shape processes of educational inclusion in Tanzanian secondary school classrooms - Walker, Lisa Beth (University of Cambridge, 2020)
Keywords: _C:Albania ALB; _C:Australia AUS; _C:Austria AUT; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Germany DEU; _C:India IND; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Lesotho LSO; _C:Malaysia MYS; _C:Malta MLT; _C:Morocco MAR; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Peru PER; _C:Russian Federation RUS; _C:Seychelles SYC; _C:South Africa ZAF; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Study on Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries - Walker, Katharina; Hofstetter, Sonja (Swiss Agency for Development and Cooperation, 2016)

A Study of Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries - Walker, K; Hofstetter, S (2016)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Benin; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; F:gender; F:women; P:agricultural; P:agriculture; P:production; R:case study; T:Ausbildung; T:TVET; T:informal VET; publicImportV1; ⛔ No DOI found

Tich Mi Ar Tich Dem - Open Development & Education - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris; McBurnie, Hannah Walker, Ghislaine Tegha, Anne-Fleur Lurvink and Chris (2022)
Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and

Tich Mi Ar Tich Dem - Open Development & Education - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris; McBurnie, Hannah Walker, Ghislaine Tegha, Anne-Fleur Lurvink and Chris (2022)
Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]
Keywords: _C:Sierra Leone SLE

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

EdTech Impact in Education – An Analysis Prepared for the Education Endowment Foundation - Walker, Hannah; Moustafa, Nariman; Haßler, Björn (OpenDevEd, 2023)
Keywords: _r:AddedByZotZen; _r:AddedByZotZen-Plus; _r:ImportedToMyEducationEvidence

Module 0. Kick-Off of the EdTech Fellowship - Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 1. Defining and understanding your ‘people’ and user base. - Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 2: Building a pedagogically effective EdTech intervention - Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 3: Assessing readiness for EdTech in your education system - Walker, Hannah; Lurvink, Anne-Fleur; McBurnie, Chris; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, Hannah; Hennessy, Sara; Pimmer, Christoph (Research Papers in Education, 2022)
This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.
Keywords: Author:OpenDevEd; Open education resources; Zimbabwe; educational technology; tablets; teacher education; teacher professional development

A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling - Walker, Hannah (Journal of Classics Teaching, 2018)
This research project seeks to examine, using approaches drawn from a case study, how oral storytelling within the classroom can influence various aspects of narrative writing. Therefore, certain teaching strategies and oral activities were implemented in a sequence of lessons which aimed to develop the style and content base of students’ narrative writing.
Keywords: Author:OpenDevEd

Schools2030 Toolkit - Walker, Hannah (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Coming soon; Internal; _r:AddedByMyEducationEvidence

Child-centred Educational Radio Project in Kailahun District, Sierra Leone - Walker, David; Tristram, Bella; Pereznieto, Paola; Young, Tricia (United Nations Girls' Education Initiative; Overseas Development Institute)
Keywords: _C:Sierra Leone SLE

ROER4D Project Activity Toolkit - Communication - Walji, Sukaina (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by central Network Hub teams based at the University of Cape Town and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other research projects attempting to integrate any of these functions in their operational strategy. The chapter charts the experience of the ROER4D Communications Advisor in developing a research communication strategy for the project. It provides a short overview of the research communication field in order to give context and background to some of the field’s key debates and considerations, with attention given to the specific field of development research communication. Following this, it describes the evolution of the ROER4D research communication strategy.
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed; global south; oer; open educational resources; open research; research communication; roer4d; utilization-focused evaluation

Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools - Waistell, Daniel; De, Sourovi; Ofori Owusu, Diana; Allen, Reg; Sanni, Kayode; Dupigny, Albert (UKFIET Conference, 2019)
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

A process pattern model for tackling and improving big data quality - Wahyudi, A.; Kuk, G; Janssen, M. (Information Systems Frontiers, 2018)

Artificial intelligence and the conduct of literature reviews - Wagner, Gerit; Lukyanenko, Roman; Paré, Guy (Journal of Information Technology, 2022)
Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research.
Keywords: _Added-ailr-2024; _important-ailr-2024

Refugee Education: is technology the solution? - Wagner, E. (Save the Children, 2017)
Keywords: ⛔ No DOI found

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries - Wagner, Daniel A.; Lewis (eds), Nathan M. Castillo and Suzanne Grant (Open Book Publishers, 2022)
Academic publishing of peer-reviewed open access monographs
Keywords: _r:ImportedToMyEducationEvidence

Mobiles For Reading: A Landscape Research Review (USAID, 2014)

A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements - Wafelaar, F. D. (2020)
Keywords: _C:Australia AUS; _C:Finland FIN; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Russian Federation RUS; _C:Switzerland CHE; _C:Thailand THA; _C:United States USA; __C:filed:1; __C:scheme:1

Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments - Wadmare, Pratik; Nanda, Mansi; Sabates, Ricardo; Sunder, Naveen; Wadhwa, Wilima (International Journal of Educational Research Open, 2022)
Teachers' perceptions of their students’ academic skills are crucial in enabling teaching at the appropriate level and shaping learning processes. We examine how accurate are teachers’ perceptions for low achieving students using data collected from around 1,800 primary school teachers across 848 schools in rural India. We find that around 40% of teachers inaccurately perceive that the low performing students in their classroom had already acquired foundational literacy, when they have not. Female teachers, para-teachers, and teachers with lower work burden are more likely to have accurate perceptions of low performing students. Our study highlights the need to work with teachers to ensure more realistic perceptions in order for pedagogical approaches like teaching at the right level to reach its intended impact.
Keywords: Foundational Literacy; India; Perceptions; School Accountability; Teachers

How to do a good systematic review of effects in international development: a tool kit - Waddington, Hugh; White, Howard; Snilstveit, Birte; Hombrados, Jorge Garcia; Vojtkova, Martina; Davies, Philip; Bhavsar, Ami; Eyers, John; Koehlmoos, Tracey Perez; Petticrew, Mark; Valentine, Jeffrey C.; Tugwell, Peter (Journal of Development Effectiveness, 2012)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; 3ie; DL4D cited; THEME: Education management; ___working_potential_duplicate; publicImportV1

What have we learned after ten years of systematic reviews in international development? - Waddington, Hugh; Masset, Edoardo; Jimenez, Emmanuel (Journal of Development Effectiveness, 2018)
The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the ﬁrst decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.

Professional Learning Communities - A Guideline for South African Schools - VVOB (VVOB, 2015)
The Department of Basic Education, with the support of VVOB, and with input from a wide range of stakeholders, developed a practical guideline on implementing PLCs in schools. The Integrated Strategic Framework for Teacher Professional Development (ISPFTED) foresees the nation-wide implementation of Professional Learning Communities by 2017. PLCs are put forward as a central instrument to strengthen teachers’ professional development. During a colloquium held in September 2014 a wide range of speakers from academia, government, unions and subject associations provided input on international and local research, local experiences and various initiatives on PLCs. The participants also provided feedback on two draft documents: a policy document on subject committees and PLCs and a practical guideline on implementing PLCs. The final product of this exercise can be downloaded below.

Putting SDG4 into practice: professional learning communities in education | Unesco IIEP Learning Portal - VVOB (VVOB, 2017)
Inclusive and equitable education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies, and enhance individual wellbeing. This technical brief describes how professional learning communities (PLCs) matter for quality education, as they play an important role in the professional development and motivation of teachers and school leaders. The experiences of VVOB demonstrate how reinforcing the capacities of national and local education authorities to establish and support PLCs is of crucial importance to the success of these communities.

Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda - VVOB (VVOB, 2021)
Keywords: Final_citation; cited; existing

The effect of availability and distance from school on children’s time allocation in Ghana and Guatemala - Vuri, Daniela (Understanding Children's Work, 2007)

DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes - Vuorikari, Riina; Kluzer, Stefano; Punie, Yves (Publications Office of the European Union, 2022)
Digital skills for work and for life are at the top of the European Policy Agenda. The EU digital skills strategy and related policy initiatives have the objective of enhancing digital skills and competences for the digital transformation. The European Skills Agenda, of 1 July 2020, supports digital skills for all, including by supporting the objectives of the Digital Education Action Plan, which has the objectives of i) en-hancing digital skills and competences for the digital transformation while ii) fostering the development of a high-performing digital education system. The Digital Compass and the European Pillar of Social Rights Action Plan set the ambitious policy targets of reaching a minimum of 80% of the population with basic digital skills and having 20 million ICT specialists by 2030

Non-linear density wave solutions for different models of galaxies - Vukcevic, M. (Monthly Notices of the Royal Astronomical Society, 2014)

The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue - Vrikki, M.; Kershner, R.; Calcagni, E.; Hennessy, S.; Lee, L.; Hernández, F.; Estrada, N.; Ahmed, F. (International Journal of Research and Methods in Education, 2018)
In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.
Keywords: Analytic tool; CitedIn:eCubed; Classroom observation; Done:ReferenceFixed; Education; Teachers; classroom observation; eCubed; educational dialogue; equitable participation; reflective practice; teacher inquiry

International handbook of information technology in primary and secondary education - Voogt, Joke; Knezek, Gerald (Springer international handbooks of education, 2008)

Second handbook of information technology in primary and secondary education - Voogt, Joke (Springer Berlin Heidelberg, 2018)
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Andorra AND; _C:Angola AGO; _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Belarus BLR; _C:Belgium BEL; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Brunei Darussalam BRN; _C:Bulgaria BGR; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Denmark DNK; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Fiji FJI; _C:Finland FIN; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Guatemala GTM; _C:Guinea GIN; _C:Holy See VAT; _C:Honduras HND; _C:Hungary HUN; _C:Iceland ISL; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Korea, Democratic People's Republic PRK; _C:Korea, Republic KOR; _C:Kosovo XKSVO; _C:Kuwait KWT; _C:Laos LAO; _C:Latvia LVA; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Malta MLT; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Monaco MCO; _C:Mongolia MNG; _C:Montenegro MNE