Rapid Review of Assistive Technologies for Persons with Disability in India - Singh, Suneeta; Tomar, Manika; Mahendra, Vaishali S (Amaltas Consulting Private Ltd, 2020)
The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response

Enhancing climate resilience in businesses: the role of artificial intelligence - Singh, Shivam; Goyal, Manish Kumar (Journal of Cleaner Production, 2023)

Establishing Public-ness in the Network: New Moorings for Development—A Critique of the Concepts of Openness and Open Development - Singh, Parminder Jeet; Gurumurthy, Anita (Open Development: Networked Innovations in International Development, 2013)

Creating Flexible and Inclusive Learning Paths in Post-Primary Education and Training in Africa: NQFs and Recognition of non-formal and informal learning The Key to Lifelong Learning - Singh, Madhu (2008)
Keywords: HDR25; ⛔ No DOI found

Primary Schooling for Children with Disabilities: A Review of African Scholarship - Singal, Nidhi; Spencer, Carrie; Mitchell, Rafael (2021)
Keywords: ⛔ No DOI found

School enrolment and learning outcomes for children with disabilities: findings from a household survey in Pakistan - Singal, Nidhi; Sabates, Ricardo; Aslam, Monazza; Saeed, Sahar (International Journal of Inclusive Education, 2020)
This paper presents findings from household data collected as part of the Annual Survey of Education conducted in rural Punjab in 2015, which included questions on disability developed by the Washington Group on Disability Statistics. Data reported here focuses on the disability status of children aged 5 to 16 years, their access to school and learning outcomes on basic reading and maths tasks. Our findings highlight that children who were identified by their carer/mothers as having moderate to severe disabilities were less likely to be attending school and had lower levels of learning on basic reading and maths tasks, than their peers who were not identified as having any difficulties in functioning. More importantly, our findings also suggest that being a co-resident/sibling in a household with a child with moderate to severe disabilities was associated with lower levels of basic reading and numeracy for the co-residents/siblings compared to other children. We conclude by highlighting important policy considerations and identifying areas of future research.
Keywords: Disability; Pakistan; enrolment; household survey; learning outcomes; primary schooling

EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes - Singal, Nidhi; Lynch, Paul; Kaye, Tom; Francis, Gill (EdTech Hub, 2021)
The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…
Keywords: _EdTechHub_Output; _zenodoETH

Education and Disability in the Global South: New Perspectives from Africa and Asia - Singal, Nidhi; Lynch, Paul; Johansson, Shruti Taneja (Bloomsbury Publishing, 2018)
Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.
Keywords: Education / Educational Policy & Reform / General; Education / Inclusive Education; Education / Special Education / General

Education of Children with Disabilities in the South Asian Context - Singal, Nidhi (Handbook of Education Systems in South Asia, 2019)
Keywords: ⛔ No DOI found

children with disabilities: a review of African scholarship. CANDER. - Singal, N.; Spenser, C.; Mitchell, R.
Keywords: ⛔ No DOI found

Recent research on geometry education: an ICME-13 survey team report - Sinclair, Nathalie; Bussi, Maria G. Bartolini; de Villiers, Michael; Jones, Keith; Kortenkamp, Ulrich; Leung, Allen; Owens, Kay (ZDM, 2016)
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Guinea GIN; _C:India IND; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Mauritius MUS; _C:Mexico MEX; _C:Nepal NPL; _C:Netherlands NLD; _C:Nigeria NGA; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

What are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-analysis - Sims, Sam; Fletcher-Wood, Harry; O’Mara, Alison; Cottingham, Sarah; Stansfield, Claire; Herwegen, Jo Van; Anders, Jake (2021)
Keywords: ⛔ No DOI found

Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out - Sims, Sam; Fletcher-Wood, Harry (2018)
Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subjectspecific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions.
Keywords: C:International; __C:filed:1; ⛔ No DOI found

Identifying the characteristics of effective teacher professional development: a critical review - Sims, Sam; Fletcher-Wood, Harry (School Effectiveness and School Improvement, 2020)
Keywords: De-prioritise; ___working_potential_duplicate; ⚠️ Invalid DOI

Identifying the characteristics of effective teacher professional development: a critical review - Sims, Sam; Fletcher-Wood, Harry (School Effectiveness and School Improvement, 2021)
Several inﬂuential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more eﬀective when it is sustained, collaborative, subject speciﬁc, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and oﬃcial guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of eﬀective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously evaluated PD interventions.
Keywords: _genre:LR-literature_review

Girls’ Education Programmes in the ASEAN region - Sims, Kate; Thuo, Sarah (2020)
This non-standard research exercise identified and mapped girls’ education programmes and interventions across Asia and the Pacific. The study primarily focused on interventions that benefit girls, including those that support the transition to secondary school and school completion. The following areas of technical and thematic focus were of particular interest: Accelerated learning, Girls’ education post-Covid-19, Non-formal education, Supplementary education, Female empowerment (i.e. girls’ clubs, life skills programmes, economic empowerment), Climate change, Education Technology (EdTech), and Inclusion of the most marginalised. This mapping study follows a K4D report outlining key barriers to girls’ education in the ASEAN and Pacific region (Price, 2020). It included active programmes and those that finished between 2015 and 2020, with a particular focus on programmes in Cambodia, Laos, Viet Nam, Myanmar, Indonesia, the Philippines, East Timor (Timor-Leste) and Papua New Guinea. Three days of researcher time was allocated to this study, so the exercise was therefore limited in identifying and mapping a large number of applicable programmes. The study relied on publicly available information, so may not have captured all relevant current and previous programming.
Keywords: ⛔ No DOI found

Education, Girls’ Education and Climate Change - Sims, Kate (2021)
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.

Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review - Sims, Kate (2021)
It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.

Education, Girls’ Education and Climate Change - Sims, K. (Institute of Development Studies, 2021)
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones (IPCC, 2012, 2014). Climate change, environmental degradation and climate vulnerability are closely linked (IPCC, 2019). Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change (IPCC, 2019). Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation, and influences how climate change is experienced (Kwauk et al., 2019; Vincent et al., 2014; Muttarak & Lutz, 2014). It is estimated that at least 200 million adolescent girls living in the poorest communities face heightened risk from the effects of climate change (Atkinson & Bruce, 2015). Although this report refers to women and girls throughout, it is important that they are not seen as a homogenous group due to a range of factors that influence identity, including poverty, age, ethnicity, disability, socioeconomic status, geographic location and HIV status, among others (Plan International, 2011; Djoudi et al., 2016). In addition, as this report highlights, women and girls should not be seen as passive victims of climate change, as this can obscure their role as powerful agents of change and may cause misinterpretation of the causes of vulnerability (Ravera et al., 2016). Extreme weather events, such as floods and tropical cyclones, can disrupt learning in a variety of ways. The direct and immediate impacts of extreme weather include damage and/or destruction to education infrastructure; however, indirect and secondary impacts can last much longer (Kousky, 2016; Anderson, 2019). These include, but are not limited to: damage to road and transport links, obstructing access to school and learning; adolescent girls’ unwillingness to attend school if water, sanitation and hygiene (WASH) facilities are not quickly rehabilitated; inability to pay for school fees and/or learning materials; displacement of families; and reduced capacity for learning because of malnutrition or trauma (Kousky, 2016; Anderson, 2019; Nordstrom & Cotton, 2020; Chuang et al., 2018; Siriwardhana et al., 2013). Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises evidence and key commentary around the following themes: 1. Links between education, particularly girls’ education, and climate change. 2. How climate and environment matter for achieving gender equality. 3. Why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
Keywords: _z:class:countries

Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue - Simpson, Lea; Carter, Alice; Rahman, Asad; Plaut, Daniel (EdTech Hub, 2021)
Keywords: Final_citation; existing

Behavioural Innovation: embracing behavioural science for lasting impact - Simpson, Lea (Brink blog, 2019)
Behavioural Innovation applies classic innovation methodologies along with psychological, cognitive, emotional, cultural and social…

Literature Review on Pre-service Teacher Education for Primary Grade Literacy and Numeracy - Simmons Zuilkowski, Stephanie; Sowa, Patience; Ralaingita, Wendi; Piper, Benjamin

Pre-service Teacher Education - Simmons Zuilkowski, Stephanie; Sowa, Patience; Ralaingita, Wendi; Piper, Benjamin

Promotion of PV Uptake and Sector Growth in Kenya through Value Added Training in PV Sizing, Installation and Maintenance - Simiyu, Justus; Waita, Sebastian; Musembi, Robinson; Ogacho, Alex; Aduda, Bernard (Energy Procedia, 2014)
Abstract Sub-Saharan Africa, and more specifically the East African region, has the lowest rates of access to electricity in the world. On average, at most 15% of the rural population has access to electricity. Rural households and remote institutions use traditional energy sources such as charcoal, firewood, kerosene and diesel for generator sets, batteries and dry cell batteries. On the other hand, the region is one of the most promising in the world in economic development with growth levels being high and market saturation is a far away future problem. This growth has however been hampered by several factors with lack of energy being one of them. Kenya being one of the countries in the region faces a similar problem with the traditional sources of hydro facing weather related challenges. The situation is more wanting in the rural setting having only achieved electrification rates of between 5 and 10%. The rural being where the majority of low-income earning groups reside is further compounded with large geographical imbalance in electricity demand and supply. The main challenge to adopting pv utilization however, is lack of local capacity to handle the uptake all the way from solar home systems to grid connected and hybrid systems. According to Kenya Renewable Energy Association (KEREA), it is estimated that between 800 and 1000 pv technicians have been in practice since this sector started in Kenya in the late eighties, majority of them having the basic skills but no formal training to provide the service. They however have been offering necessary service to end-users and are hence an important aspect in the pv sector as a whole. Currently the pv (mainly SHS) comprise an over the counter trade system which provides loopholes when it comes to quality of products and installation. To safeguard the quality and safety of installations, formal training has to be incorporated in the system.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; A:Sub-Saharan Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:access; P:culture; P:economy; P:electro; P:services; P:technician; T:Training; Z:Pv training; Z:cultural acceptance; Z:value addition; publicImportV1

Nature and type of government and NGO interventions in curbing unemployment and underemployment of urban youth in Kenya - Simiyu, John; Sambu, Lenah (Journal of Emerging Trends in Educational Research and Policy Studies, 2012)
This paper examines nature and type of Government and NGO interventions in curbing youth unemployment and underemployment based on a study of the youth in Nairobi and Kisumu cities in Kenya. The study was descriptive in nature with a stratified sample from a population comprising respondents selected from slums of two major cities in Kenya where youth unemployment is rampant: Kibera slums in Nairobi and Manyatta slums in Kisumu. Questionnaires and interviews were the main research instruments used to gather data from the field for analysis. The sample size was determined by the number of registered youth groups in the slums. Data was analyzed by using descriptive statistics. Youth unemployment and underemployment is a crucial concern throughout the developing world, but it is a particularly acute problem in Africa where young people comprise a large proportion of the economically active population. Suffice to say, youth unemployment is highly dependent on the overall status of the economy. Economic activity, measured by GDP growth is probably the single factorthat most influences the chances of young people finding a job. In order to find a decent job in a globalized world, young people need to develop a range of skills and knowledge that are typically gained through formal education and training. African governments are implementing various policies and schemes to promote employment opportunities for young people, including skills training and entrepreneurship funds. Even if properly designed, however, the implementation of these interventions is constrained by cost and the lack of capacity among governments to evaluate the impact of policies. The study is useful to scholars and employment institutions in supplementing efforts by NGOs and the Government in dealing with the impact of youth unemployment and underemployment.
Keywords: ⛔ No DOI found

The Role of General Public in the Development of Technical and Vocational Education in Primary Schools in Eldoret Municipality, Kenya - Simiyu, John Wanyonyi; Sambu, Lenah (International Journal of Humanities and Social Science, 2014)
The study sought to examine the role the general public play in the development of technical and vocational education in Primary schools. These subjects were: Home science, Art and Craft and Agriculture as offered in Primary schools in the urban and rural setting of Eldoret Municipality and the surrounding areas in Kenya A random sample of eight (8) schools was selected for the study. The respondents included eighty (80) standard eight (Std VIII) pupils, thirty-one (31) teachers and ten (10) parents of the pupils studying these subjects. From the study, a large proportion of the respondents, most of whom were made up of teacher-respondents, affirmed that the local communities were supposed to contribute to the provision of equipment and facilities in the development of technical and vocational education in Primary schools while some of them indicated that the communities were supposed to establish and manage the schools. As such, parents and the general public should be sensitized on the importance of technical and vocational component in the Primary school curriculum so that they can give it the support it deserves be it materially or morally in the task of national development. In addition, the government makes the technical and vocational subjects more attractive by providing adequate facilities and resources to Primary schools. The informal sector of the economy should be strongly supported so as to attract Primary school-leavers who achieve relevant practical skills. The study is useful to all education stakeholders as it highlights the need to incorporate socio-economic contextual factors in improving performance in technical and vocational subjects in individual schools.
Keywords: ⛔ No DOI found

Curriculum re-engineering and development in Zambia: the sociology of education in the face of globalisation. - Simamuna, Mubita Likando; Mulenga, Innocent Mutale (The University of Zambia Press, 2017)

Maine’s middle school laptop program: Creating better writers - Silvernail, David L; Gritter, Aaron K (Gorham, ME: Maine Education Policy Research Institute, 2007)

Interpreting qualitative data - Silverman, David (Sage, 2015)
Keywords: CitedIn:eCubed; DL4D cited; Done:ReferenceFixed; TPD@Scale-cited; TPD@Scale_1; eCubed

Achieving Community Development through an Agricultural Extension Programme: Technology Dissemination for Mushroom Farmers - Silva, Nilantha De; Wijeratne, Mahinda (Journal of Learning for Development, 2021)
Mushroom production is a small-scale business unit in rural areas. The Life Long Learning for Farmers (L3F) Programme aims to enhance the socio-economic conditions for them, increasing their access to and use of knowledge and technology. This study evaluates the outcomes of the L3F Programme at the community level. Data were collected through a pre-tested questionnaire survey. The sample consisted of 30 L3F farmers. Farmers’ achievement was assessed by the Farmer Performance Index (FPI). Results indicate that mushroom farmers have scaled up their production; have improved their productivity; designed new experiments to minimise the impact of pests and diseases; focused on environmental sustainability and scientific mushroom production; and improved the quality of packaging. The mobile app Bimmal Govi, blended with Information and Communication Technology, helped them to move with the latest technological advancements. The L3F Programme has increased the standards of mushroom production, helping the farmers become promising entrepreneurs.
Keywords: Agricultural extension; L3F programme; _genre:PR-primary_research; community development; mushroom; ⛔ No DOI found

Urban poverty and education. A systematic literature review - Silva-Laya, Marisol; D'Angelo, Natalia; García, Elda; Zúñiga, Laura; Fernández, Teresa (Educational Research Review, 2020)
This systematic literature review seeks to provide information on the limitations and opportunities faced by the urban poor in leveraging the potential benefits of education. The review covers the period 1995–2017 and includes 66 articles. The analysis addresses: a) the educational achievement of the urban poor and b) the conditions under which they receive education. Results show that, despite attending school, the urban poor are not able to fully satisfy their right to education. Their educational achievement is deficient in terms of learning, educational trajectory and the capacity to aspire to a better future and although they are included in schooling, material deprivation combined with socio-territorial characteristics and cultural and administrative obstacles means that this inclusion occurs in a stratified manner. The findings urge a reexamination of the discussion around the challenge of education in facilitating social mobility. Breaking the cycle between urban poverty and education requires multisectoral public policies with an equity perspective and the coordinated participation of various social actors.
Keywords: Academic achievement; Aspirations; Equity and access; School segregation; Urban poverty; _genre:LR-literature_review

Building a Better Mousetrap: How Design-Based Research was Used to Improve Homemade PowerPoint Games - Siko, Jason; Barbour, Michael (TechTrends, 2016)
This paper is a review of a three-cycle, design-based research study that explored the relationship between the pedagogical research and the actual implementation of a game design project using Microsoft PowerPoint. Much of the initial literature on using homemade PowerPoint games showed no significant improvement in test scores when students created these low-tech games, despite the fact that the game project was grounded in sound pedagogical strategies. After each iteration changes were made to better reflect the recommendations from the literature, and at the end of the study, students creating games were performing statistically higher on tests than their counterparts who did not create games. Limitations of the study are discussed, as well as ideas for future research in the area of student-generated games as an instructional approach. Retrieved from http://rdcu.be/ne9S

The next generation of machine learning for tracking adaptation texts - Sietsma, Anne J.; Ford, James D.; Minx, Jan C. (Nature Climate Change, 2023)
Machine learning presents opportunities for tracking evidence on climate change adaptation, including text-based methods from natural language processing. In theory, such tools can analyse more data in less time, using fewer resources and with less risk of bias. However, the first generation of adaptation studies have delivered only proof of concepts. Reviewing these first studies, we argue that future efforts should focus on creating more diverse datasets, investigating concrete hypotheses, fostering collaboration and promoting ‘machine learning literacy’, including understanding bias. More fundamentally, machine learning enables a paradigmatic shift towards automating repetitive tasks and makes interactive ‘living evidence’ platforms possible. Broadly, the adaptation community is failing to prepare for this shift. Flagship projects of organizations such as the IPCC could help to lead the way.
Keywords: Climate-change impacts; Interdisciplinary studies; Research data; _z:no_pdf; openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Progress in climate change adaptation research - Sietsma, Anne J.; Ford, James D.; Callaghan, Max W.; Minx, Jan C. (Environmental Research Letters, 2021)

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - Sierra Leone Education Innovation Challenge (2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More
Keywords: _C:Sierra Leone SLE

Teacher Monitoring Pilot - Sierra Leone Education Attendance Monitoring System (SLEAMS)
A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone.
Keywords: _C:Sierra Leone SLE

Uncovering the intellectual core of the information systems discipline - Sidorova, A.; Evangelopoulos, N.; Valacich, J.S. (MIS Quarterly, 2008)

How can machine learning help in understanding the impact of climate change on crop yields? - Sidhu, Balsher Singh; Mehrabi, Zia; Ramankutty, Navin; Kandlikar, Milind (Environmental Research Letters, 2023)

Accelerated Reader as a Literacy Catch-Up Intervention during Primary to Secondary School Transition Phase - Siddiqui, Nadia; Gorard, Stephen; See, Beng Huat (Educational Review, 2016)
This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their Key Stage 2 results for English, randomised to two groups. The intervention group of 166 pupils was exposed to AR for 20 weeks, after which they recorded higher literacy scores in the New Group Reading Test (NGRT) post-test than the control group of 183 pupils ("effect" size of +0.24). The schools led the organisation and implementation of the intervention, and also conducted most elements of the evaluation, with advice from an expert external evaluation team. The process evaluation suggests that these schools were very capable of conducting evaluations of their own practice, given appropriate guidance.
Keywords: _Added to LR; _G:reviewed

SmartTab: A Design & Implementation of Tablet for Learning Purposes based on PyQT framework - Shrunkhla, Iti; Tripathi, Bramha Swaroop; Reddy, S. R. N. (IEEE, 2019)
Keywords: __C:filed:1; ❓ Multiple DOI

Teaching well? Educational reconstruction efforts and support to teachers in postwar Liberia - Shriberg, Janet; Kirk, J.; Winthrop, R. (New York: International Rescue Committee, 2007)
Keywords: ⛔ No DOI found

Adventures with the Linux Command Line - Shotts, William
Keywords: ⛔ No DOI found

The Linux Command Line - Shotts, William
Keywords: ⛔ No DOI found

EDUCATION IN POST-FEDERATION MONTSERRAT: REFLECTIONS, INTROSPECTIONS AND PROPOSITIONS - SHOTTE, GERTRUDE (The Caribbean in a Changing World: Surveying the Past, Mapping the Future, Volume 2, 2017)
Keywords: ⛔ No DOI found

Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives - Shohel, M. Mahruf C.; Power, Tom (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).
Keywords: BANGLADESH; Bangladesh; C:Bangladesh; COMPUTER assisted language instruction; COMPUTERS in education; CONTINUING education; Computer Assisted Instruction; DISTANCE education; Developing Nations; Digital audio players; Distance Education; Distance learning; ENGLISH language -- Study & teaching -- Foreign speakers; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Development; Educational Technology; Educational technology; Elementary Secondary Education; English (Second Language); English in Action support model; English language; Foreign Countries; Handheld Devices; Higher Education; Inservice Teacher Education; Interviews; LANGUAGE teachers; Language instruction; Multimedia Instruction; OPEN learning; Open Universities; Pilot Projects; Postsecondary Education; Professional development; Program Descriptions; Program Development; Program Effectiveness; Protocol Materials; SECONDARY education; Second Language Instruction; Secondary Education; Secondary School Teachers; Studies; TEACHER development; TEACHERS -- Attitudes; TELEMATICS; Teacher Attitudes; Teachers; Technology Integration; United Kingdom; Video Technology; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2098161; __C:filed:1; ___working_potential_duplicate; __finaldtb; mobile learning; mobile technology; technology intervention

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
Keywords: Final_citation; cited; existing

Apps Developed by Academics - Shing, Sophia; Yuan, Benjamin (Journal of Education and Practice, 2016)
In the days of the digital Wild West, developers from all backgrounds have joined in the gold rush trying to profit from the almost unbridled spending of well-to-do parents on educational products. In 2016, the Apple App Store had over 80,000 educational apps. The proliferation of educational apps has happened at a furious pace and more apps are being introduced constantly. Although apps are labeled as educational, they are not held to any science-based standards or subject to any certification (Hirsch-Pasek, et al. 2015). With the boom in new apps introduced every year, there is simply not enough time, money, or resources available to evaluate each app as it enters the market. As a result, “educational” apps are largely unregulated and untested. As a result, app users are misled and are spending money on products which are not actually educational. The real experts – researchers, teachers and educational specialists – need to take over the driver seat in this important and evolving realm of educational apps with the developers playing the supporting role instead of the leading role. With increasingly lowered cost and ease of development to produce an app, academics who do not have vast financial resources or substantial technical knowledge are able to create truly impactful, pedagogically-based apps either by themselves or outsourcing to development services. Although technology promises to be transformative, educational content must remain the main thrust of any educational mobile app development and not technology. Educational apps need to have the experts involved. It is time that education is put back in its rightful, central position.
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Establishment of a VET-system with focus on Further Education: presentation of ideas on the motivation and establishment of a Further Education system, especially in universities in sub-Saharan Africa - Shindi, Alpheas (2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Namibia; CLL:en; publicImportV1; ⛔ No DOI found

A study on the application of artificial intelligence in elementary science education - Shin, Won-Sub; Shin, Dong-Hoon (Journal of Korean elementary science education, 2020)
Keywords: ⛔ No DOI found

An Integrative Literature Review on Sex Education Programs for Korean College Students - Shin, Hyewon; Lee, Jung Min; Min, Hye Young (The Journal of Korean Academic Society of Nursing Education, 2020)
Keywords: __C:filed:1

An Integrative Literature Review on Sexual Abuse Prevention Education Programs for Elementary School Students in South Korea - Shin, Hyewon; Lee, Jung Min; Kang, Kyung-Ah; Kim, Shin-Jeong; Shin, Hyewon; Lee, Jung Min; Kang, Kyung-Ah; Kim, Shin-Jeong (Child Health Nursing Research, 2019)
Keywords: __C:filed:1

Middle Eastern post-conflict futures in education: Iraq, Syria and Yemen - Sherif, Yasmine (International Journal of Comparative Education and Development, 2018)

The Role of Technical and Vocational Education and Training (TVET) in Restoring Hospitality Sector Specific Skills in Zimbabwe: A Students’ Perspective - Shereni, Ngoni Courage (Journal of Hospitality and Tourism Education, 2019)
© 2019, © 2019 The International Council on Hotel, Restaurant, and Institutional Education. This study was done to determine the role played by Technical and Vocational Education and Training (TVET) in restoring sector-specific skills lost to other countries in the Zimbabwean hospitality industry. Semi-structured questionnaires were self-administered to 136 students studying hospitality related qualifications in Polytechnics in Zimbabwe using a convenient sampling technique. Statistical Package for Social Sciences (SPSS) version 22.0 was used to analyze data generating frequencies and descriptive statistics. The findings of the research show that the hospitality industry will continue to lose skills to other countries mainly because of low salaries, better working conditions in other countries, the unfavorable economic environment in Zimbabwe and the need by students to gain international exposure. TVET institutions in Zimbabwe have a great role to play in replacing lost skills therefore financial challenges, equipment unavailability and lack of qualified lecturers need to be addressed for them to be effective.

Reading with iPads–the difference makes a difference - Sheppard, Dale (Education Today, 2011)

Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms - Shepler, Susan; Williams, James H. (Comparative Education, 2017)
Keywords: _C:Sierra Leone SLE

Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms - Shepler, Susan; Williams, James H. (Comparative Education, 2017)
Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives.
Keywords: Education; Liberia; Sierra Leone; _C:Sierra Leone SLE; teachers; teaching about conflict; transitional justice

‘Happier in his own clothes’: Post-pandemic Possibilities for Education for Children with Special Educational Needs and Disabilities: Perspectives from parent carers - Shepherd, Jacqui; Durrant, Claire; Hancock, Christina (University of Sussex, 2021)
This research examined the perspectives of parent carers of children with SEND and their experiences of their children returning to school in September 2020 and undertaking home-learning during the January/February 2021 lockdown. While celebrating the achievements of schools in supporting children with SEND back into school last September and improving the quality and provision of home learning during the second lockdown, the report also exposes some of the significant limitations in the education system - not least in meeting the fundamental needs of children with SEND, but also in enabling them to flourish and achieve. Some children did thrive during lockdown without the stress and anxiety of school and the pressure of social interaction but many did not. ‘Happier in his own clothes’ was a comment made by a parent about one of the positives of lockdown in not having to wear school uniform, but we also use it as a metaphor here for how school could be for children with SEND - and indeed all children if we can seize this opportunity to learn from lockdown. We make recommendations, based on the learning from the positive and negative experiences of the last year, for a more reflexive and recalibrated school system which works better for all children – especially those with SEND.

Using Formative Assessment to Create Coherent and Equitable Assessment Systems - Shepard, Lorrie A; Penuel, William R; Davidson, Kristen
Keywords: ⛔ No DOI found

Resisting Dehumanizing Assessments: Enacting Critical Humanizing Pedagogies in Online Teacher Education - Shelton, Catharyn; Aguilera, Earl; Gleason, Benjamin; Mehta, Rohit (2020)
With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind.

Saint Lucia - Sheldon, AnnaMarie L (stateuniversity.com, 2020)

Implementation research in LMICs—evolution through innovation - Sheikh, Kabir; Hargreaves, James; Khan, Mishal; Mounier-Jack, Sandra (Health Policy and Planning, 2020)
Major global health gains can be achieved by strengthening the delivery of public health policies and programmes in low- and middle-income countries (LMICs). The population impact of evidence-based technologies and interventions such as drugs, vaccines and health know-how can only be maximized where programmes optimally identify and reach target populations and support them to take up and sustain their effective use. Examples include significant gaps in the coverage and quality of maternal health, newborn, immunization, non-communicable disease, primary care and adolescent sexual and reproductive health services—all issues tackled in this supplement. While structural change and increased funding are essential, much can be gained through ongoing improvements in programme delivery (Paina and Peters, 2012). Implementation gaps are also widely implicated in the failure of broader health policies and reforms in LMICs (Haines et al., 2004), such as for decentralization, health care regulation and primary health care. This makes it important also to analyse the implementation of policies at all levels, including studying the negotiations and interactions of actors in social and political contexts, understanding gaps in the effectiveness of public policies and helping to resolve them.

The Concept of Tawhid in the Political Thoughts of Muhammad Iqbal - Shehu, S.; Aisha Abdu-Ismail (Islamic Political Thoughts and Institutions; Kano IIIT(N, 2011)

Benefits and Challenges of the Freetown Teachers College Distance Education Programme for Serving Primary and Junior Secondary School Teachers in Sierra Leone - Shaw, Mohamed; Mansaray, Alpha Bassie (International Journal of Advanced Research, 2019)
Keywords: _C:Sierra Leone SLE

A theory of learning for the mobile age - Sharples, Mike; Taylor, Josie; Vavoula, Giasemi (Medienbildung in neuen Kulturräumen, 2010)

Putting Evidence to Work: A School's Guide to Implementation - Sharples, Jonathan; Albers, Bianca; Fraser, Stephen; Kime, Stuart (2019)

Meta-analysis as a response to the replication crisis. - Sharpe, Donald; Poets, Sarena (Canadian Psychology/Psychologie Canadienne, 2020)

The Contribution of Digital Technologies to Service Delivery: An Evidence Review - Sharmin, Shumona; Faith, Becky; Prieto Martín, P.; Ramalingam, Ben (IDS, 2017)
Keywords: _C:Afghanistan AFG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Catalan Republic XCATA; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Costa Rica CRI; _C:Cuba CUB; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Kyrgyzstan KGZ; _C:Lesotho LSO; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mexico MEX; _C:Myanmar MMR; _C:Nepal NPL; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Panama PAN; _C:Paraguay PRY; _C:Peru PER; _C:Philippines PHL; _C:Qatar QAT; _C:Romania ROU; _C:Rwanda RWA; _C:Samoa WSM; _C:Singapore SGP; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; literature / systematic review

Can computers increase human capital in developing countries? An evaluation of Nepal’s one laptop per child program. - Sharma, Uttam (Annual Meeting of the Agricultural and Applied Economics Association, 2014)

Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region - Sharma, Umesh; Forlin, Chris; Deppeler, Joanne; Guang-xue, Yang
A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.
Keywords: ⛔ No DOI found

Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region - Sharma, Umesh; Forlin, Chris; Deppeler, Joanne; Guang-Xue, Yang (International Journal of Inclusive Education, 2013)
A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.
Keywords: ⛔ No DOI found

Empowering Individuals to Empower the Nation Nigeria - Sharehu, A; Achor, E (National Association for Science, Humanities & Education Research Journal, 2014)
This paper examined strategies of empowering individuals to empower the nation with focus on Technical and Vocational Education Training (TVET), Entrepreneurship Education (EE) and Information Communication Technology (ICT). It is established that from history TVE was not given its prominent place and that may have accounted for the slow and lagging nature of advancement in TVE. Consequently, future progress will be determined by the level of empowerment given to individuals in schools which is predicated upon level of empowerment of TVE teachers themselves. A number of strategies were identified as possible options for empowering learners and youths in Nigeria. Some of them include combining TVE with academic work till end of secondary education, vocationalisation, and work experience programmes (eg SIWES, youth apprenticeship and school based experience) and adjusting to effects of advance technology among others. With government’s political will and schools and teachers prepared for change, much could be achieved in empowering the nation.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; T:TVET; T:apprenticeship training; T:entrepreneurship education; publicImportV1; ⛔ No DOI found

Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement - Shapley, Kelly S.; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny (The Journal of Technology, Learning and Assessment, 2010)
In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.
Keywords: ⛔ No DOI found

Effects of Mindfulness-Based Stress Reduction on Medical and Premedical Students - Shapiro, Shauna L.; Schwartz, Gary E.; Bonner, Ginny (Journal of Behavioral Medicine, 1998)
Keywords: Final_citation

A systematic review of tools used to assess the quality of observational studies that examine incidence or prevalence and risk factors for diseases - Shamliyan, T.; Kane, R.L.; Dickinson, S. (Journal of Clinical Epidemiology, 2010)

Developing the ‘E’in PSHE - Shakespeare, Ben (Teaching Personal, Social, Health and Economic and Relationships,(Sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum, 2021)
Keywords: ⛔ No DOI found

Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers - Shah, Nazir Haider; Jumani, Nabi Bux (Mediterranean Journal of Social Sciences, 2015)
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:Cameroon CMR; _C:Canada CAN; _C:China CHN; _C:Cyprus CYP; _C:Greece GRC; _C:India IND; _C:Italy ITA; _C:Korea XKOR; _C:Malaysia MYS; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The impact of teachers’ collegiality on their organizational commitment in high-and low-achieving secondary schools in Islamabad, Pakistan - Shah, Madiha (Journal of Studies in Education, 2012)

A Decade of MOOCs: A Review of MOOC Stats and Trends in 2021 - Shah, Dawal (The Report by Class Central, 2021)
In 2021, 10 years after it burst on the scene, the MOOC ecosystem has reached 220M learners and 19.4K courses.
Keywords: Final_citation; cited; existing

Algorithmic Green Infrastructure Optimisation: Review of Artificial Intelligence Driven Approaches for Tackling Climate Change - Shaamala, Abdulrazzaq; Yigitcanlar, Tan; Nili, Alireza; Nyandega, Dan (Sustainable Cities and Society, 2024)

Design of telegram bots for campus information sharing - Setiaji, Hari; Paputungan, Irving V. (IOP Publishing, 2018)

Children, Learning and Chronic Natural Disasters: How Does the Government of Dominica Address Education During Low-Intensity Hurricanes? - Serrant, Ted Donaldson (2014)
By the time today’s Grade K students graduate high school in the Commonwealth of Dominica, they will have experienced five major and many low-intensity hurricanes (LIH). Between August and November each year, each hurricane, major or low-intensity, represents a major threat to their safety and schooling. This mixed-method case study investigated how the Government of the Commonwealth of Dominica (GOCD) addressed education during low-intensity hurricanes. I identified and discussed government’s assertions, actions and consequences associated with education and LIH. I reviewed ten official documents to identify government’s policies and assertions about education and LIH. I interviewed nine key senior or elite officers in the Ministries of Finance, Public Works and Education responsible for handling low-intensity hurricanes to identify their perspectives and actions. I also interviewed ten school principals who experienced Hurricane Dean in 2007 and Hurricane Ophelia in 2011 on their experiences and perspectives. Finally, I inspected ten school buildings to assess the extent to which repairs adhered to building codes and standards as mitigation strategy for LIH. Theoretically, this study proposed an adaptive developmental approach as an anticipatory approach that sustainably incorporates LIH into educational development, planning and operations. Results of this study indicated that government and its agencies adopted a response-recovery approach based on the perception of disasters as “Acts of God” and insufficient local funds to address them. This resulted in proposed externally-based funding strategies that have not been implemented since announced in 2006. There appears to be the desire to shift to anticipatory mitigation-risk reduction approaches rather than the present response-recovery approach. This would have to be articulated in language that is binding. Institutional and administrative frameworks for addressing low-intensity hurricanes and education were described as not meeting their mission and objectives. The result was a set of administrative failures that cascaded from the national to the ministerial level and onto schools putting children at risk as LIH events unfolded. Principals were left mostly on their own without the appropriate training, support and working communication links to address LIH; unable to safely evacuate students in the case of Hurricane Ophelia. The Ministry of education must become a lead agency in LIH management. The Ministry of Education needs to put in place policies, institutional and financial frameworks for managing education during LIH. This should include LIH professional development for teachers, principals and elite officers; development of school disaster plans; the conduct of regular disaster drills and exercises at schools, and rescheduling lost instruction days. Finally, LIH as chronic events must be incorporated into the plans, budget and operations of the Ministry of Education using the adaptive developmental approach. Keywords: education in emergencies, mixed-method case study; low-intensity hurricanes, adaptive developmental approach, disasters.
Keywords: _Added to LR; _G:reviewed

Differences of TVET teachers’ perceptions on competency across different types of TVET institutions in nigeria - Sern, Lai Chee; Hamisu, Mohammed Adamu; Salleh, Kahirol Mohd; Adamu, Babayo Yakubu (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Competency is regarded as one of the main elements related to human resource development because it supports the aims of an organisation and the capabilities of its employees. This paper aimed at finding out the differences of the TVET teachers’ perceptions on competency (Thinking, Organizational and Application Competencies) across the three categorises of Nigerian tertiary institutions (University, Polytechnics, and College of Education) based on Malaysian Human Resource Development Practitioners (MHRDP) Competency Model. The study was quantitative by nature and 218 questionnaires were distributed to TVET teachers in five tertiary institutions based on stratified sampling technique. A total of 205 questionnaires were retrieved and ANOVA was conducted for data analysis. The present findings revealed that there was no statistically significant differences of the TVET teachers’ perceptions across the three categorises of Nigerian tertiary institutions in terms of Thinking Competency, Organisational Competency, and Application Competency. This outcome reflects that the competency model (MHRDP) can be used by TVET teachers regardless of their affiliated TVET institutions.
Keywords: ⛔ No DOI found

Preprints During the COVID-19 Pandemic: Public Health Emergencies and Medical Literature - September 23, J. Hosp Med 2020 October;15:634-636 Published Online First; 2020 | 10.12788/Jhm.3491 (Journal of Hospital Medicine, 2020)
1Department of Neurology, University of California, San Francisco, California; 2Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York.

Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income - Senou, Barthelemy Mahugnon (2021)
Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.
Keywords: C:Benin; ⛔ No DOI found

Assistive technology for students with visual disability in schools for the blind in Delhi - Senjam, Suraj Singh; Foster, Allen; Bascaran, Covadonga; Vashist, Praveen; Gupta, Vivek (Disability and Rehabilitation: Assistive Technology, 2020)
Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.
Keywords: Assistive technology; awareness; blind schools; utilization; visual disability

Reimagining Education for Continuous Learning and Teaching - Sengeh, David Moinina; McBurnie, Chris; Beoku-Betts, Iman; Kargobai, Grace; Sebold, Juliet (2021)

Transforming education service delivery in Sierra Leone: from evidence to action - Sengeh, David Moinina; May-Wilson, Hannah (Global Partnership for Education, 2020)
Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.
Keywords: _C:Sierra Leone SLE

Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education - Sengeh, David Moinina (2020)
As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.
Keywords: _C:Sierra Leone SLE

Education service transformation in Sierra Leone: Where policy meets the people - Sengeh, David (2020)
Keywords: _C:Sierra Leone SLE

Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina - Sendón, María Alejandra (2022)

The Malawi Platform for Action: Peace - Semu, Linda; Kadzamira, Esme (Violence Against Women, the Girl Child and Economic Empowerment, 1995)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Left to their own devices: the everyday realities of one-to-one classrooms - Selwyn, Neil; Nemorin, Selena; Bulfin, Scott; Johnson, Nicola F. (Oxford Review of Education, 2017)
Keywords: __C:filed:1

Schools in the Digital Age: How might things be otherwise? - Selwyn, Neil; Nemorin, Selena; Bulfin, Scott; Johnson, Nicola F. (Everyday Schooling in the Digital Age: High School, High Tech?, 2018)
Keywords: __C:filed:1

digital education after COVID-19 - Selwyn, Neil; MacGilchrist, Felicitas; Williamson, Ben (TECHLASH, 2020)

Is technology good for education? - Selwyn, Neil (Polity Press, 2016)
Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.
Keywords: Social Science / Popular Culture; Social Science / Sociology / General; ___working_potential_duplicate

Minding our language: why education and technology is full of bull**** … and what might be done about it - Selwyn, Neil (Learning, Media and Technology, 2016)
Keywords: ___working_potential_duplicate

Technology and education – Why it's crucial to be critical - Selwyn, Neil (Critical Perspectives on Technology and Education, 2015)

Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice - Selwaness, Irene; Adam, Taskeen; Lawson, Laté; Heady, Lucy (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

How Constructivist-Based Teaching Influences Students Learning Science - Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John (The Educational Forum, 2012)
The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.
Keywords: curriculum and instruction; elementary education; science education

Machines as teammates: a research agenda on AI in team collaboration - Seeber, I.; Bittner, E.; Briggs, R.O. (Information & Management, 2020)

Teacher recruitment and retention: A critical review of international evidence of most promising interventions - See, Beng Huat; Morris, Rebecca; Gorard, Stephen; Kokotsaki, Dimitra; Abdi, Sophia (Education Sciences, 2020)

RIMA - Recopilación de información para la mejora de los aprendizajes: Informe de resultados evaluación de Matemática y Español RIMA 2020 y 2021 [Results report of the evaluation of Mathematics and Spanish RIMA 2020 and 2021] - Secretary of Education of Guanajuato (2021)
Keywords: Final_citation

RIMA - Recopilación de información para la mejora de los aprendizajes: Manual del proceso (aplicación y devolución de resultados). [RIMA - Collection of information for improving learning: Process manual (application and return of results] - Secretary of Education of Guanajuato (2021)
Keywords: Final_citation

A Commonwealth Guide to Ocean Climate Finance: A Guidance Document for Policy-Makers and Ocean Advocates - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
Drawing from a wide range of resources on ocean climate finance, this guide is intended to support practitioners, policy-makers and ocean advocates to understand the ‘seascape’ of ocean climate finance, and empower them to design and develop more successful ocean climate finance applications. It introduces the special characteristics of ocean-based mitigation and adaptation projects, explains the diffferent sources and types of finance available, and equips readers with a practical understanding of the priorities of different funding groups from both the public and private sectors. The global ocean is a critically important component of the Earth’s biosphere and climate system, but it faces tremendous threats from the impacts of climate change, including warming, acidification, pollution and development. While the global landscape of climate finance is growing quickly, funding for ocean-based climate mitigation and adaptation projects remains disproportionately small. In this context, the guide provides a clear and practical guide for project design and development, including best practices for securing finance and a wealth of tools and resources for those seeking funding for ocean-based initiatives. These include decision trees to identify the best funding match for your project; checklists for finance applications; and perhaps most importantly, a long-term, strategic approach to project development that is focused on building communities of practice and partnerships between governments, the private sector, public institutions, civil society organisations and communities. It also includes summaries of funding sources and investment models, as well as case studies and examples of best practice. The guide encourages project proponents to pursue long-term planning for crosscutting projects that deliver multiple integrated goals, both environmental and social. Recognising and addressing the unique features and opportunities of ocean-based projects, and the barriers to them, can contribute to realistic and impactful project design. Furthermore, proactively building partnerships with the private sector allows project proponents to access the largest source of finance in the global economy as well as its associated skills and resources.

Addressing Online Violence Against Women and Girls in the Commonwealth Africa Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report provides a summary of the phenomenon of online violence against women in various African Commonwealth membercountries and describes the legal frameworks and their limitations and the challenges these present. The report also makes suggestions on how totackle these issues in order to find solutions to the problem of online violence against women and girls.

Addressing Online Violence Against Women and Girls in the Commonwealth Asia Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
Online violence is increasing rapidly and is emerging as one of the biggest threats facing the online world today. Acts of online violence take multiple forms, including cyberstalking, cyberbullying, sexual harassment, sex trolling, doxing, hate speech, public shaming and intimidation. Broadly speaking, online violence against women and girls and the victimisation pattern in Commonwealth Asia member countries are consistent with the overall global trend. However, given unique formal and informal institutions in these countries, perpetration and victimisation related to OVAWG have many significant aspects that are different from most other countries in the world. As a result of underdeveloped regulations and regulatory infrastructure related to OVAWG, it is difficult to arrest, prosecute and convict the perpetrators in most of these countries. Meanwhile, societal norms tend to make victims of OVAWG feel devalued and excluded.

Addressing Online Violence Against Women and Girls in the Commonwealth Caribbean and the Americas: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
The purpose of this report is to map the prevalence of online violence against women and girls, with a particular focus on so-called innocent bystanders and the state of laws, institutions, policies and practices within the Caribbean and Americas regionof the Commonwealth (Canada). Cyberviolence against women and girls in the Commonwealth countries of the Caribbean and Americas (Canada) is recognised as a serious problem, and measures are being taken to address it. The prevalence of cyberviolence in terms of its root causes and impacts is gender based, with a disproportionate impact on females and marginalised individuals where there is also intersectionality of race, ethnicity, religion, sexual orientation, poverty, disability and other socioeconomic factors. Similar types of violence against women and girls often occur in both offline and online spheres or originate in one sphere and carried through into the other. In the most serious cases, cyberviolence can lead to physical assaults and even suicide.

Addressing Online Violence Against Women and Girls in the Commonwealth Europe Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report contributes to the Commonwealth study on online violence against women and girls (OVAWG) and considers the prevalence of online violence and the role of bystanders as well as therelevant laws, institutions, policies and practices to address the problem in the European region of the Commonwealth, namely Cyprus, Malta and the United Kingdom of Great Britain (England, Scotland and Wales) and Northern Ireland (UK). The report highlights the complex nature of OVAWG and the difficulties associated with differences in terminology resulting in inconsistent data collection and varied legal responses across the European region of the Commonwealth. It also details the role of bystanders and their criminal or civil liability that, it argues, are relatively new considerations in the OVAWG space. An understanding of the nature and presentation ofOVAWG is required by bystanders, including the impact on victims to drive action.

Addressing Online Violence Against Women and Girls in the Commonwealth Pacific Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report focuses on the role of online bystanders in reducing online violence against women and girls (VAWG), including consideration of any related policies or laws. Given the relatively recent emergence of bystanders as potential facilitators and exacerbators of online crime, policy responses have tended to focus on the virtual versions of existing physical crimes, such as ‘cyber’ bullying and ‘cyber’ stalking, and/or the dissemination of intimate images online (when previously they might have been posted on a physical bulletin board). Moreover, these policy responses have tended to focus on capturing perpetrators, but not bystanders, within a legislative framework.

Bridging the Human Rights Implementation Gap: A Commonwealth Survey - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
In January 2022, the Commonwealth Secretariat launched a survey of national frameworks for the implementation of international human rights obligations in Commonwealth member states. The primary objectives of the survey were to: a. Contribute to the body of knowledge, such as studies conducted by the Office of the United Nations High Commissioner for Human Rights (OHCHR) and other organisations, on the role and effectiveness of National Mechanisms for Implementation, Reporting and Follow-up (NMIRFs). Recent OHCHR studies have shown that NMIRFs are vital for improved implementation and reporting on human rights. They have identified several essential ‘capacities’ for enhanced performance, including engagement, co-ordination, consultation and information management. b. Map existing national systems for implementation, reporting and follow-up to understand how they implement their mandates, and thereby facilitate an exchange of good practice and lessons learnt. c. Understand specific needs for further technical assistance for Commonwealth member states to establish and/or strengthen NMIRFs. d. Provide information to be used in advocacy for formulating common guiding principles on NMIRFs.

Early Childhood Care and Education (ECCE) Toolkit: Long form version - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
High-quality and accessible Early Childhood Care and Education (ECCE) lays the foundation for healthy and well-functioning societies. Effective ECCE systems equip young children with the means to develop to their fullest potential during their formative years, in a safe and inspiring environment, nurtured by well trained professional teachers and carers. The Commonwealth’s ECCE Toolkit has been designed as a resource for Ministers of Education and officials to increase access to quality ECCE services, for ages 0 to 8 years, using a multi-sectoral approach. This toolkit outlines five features to support this approach, covering topics including conducting situational ECCE sector analyses, planning and implementing quality services,methods to expand access, and monitoring and evaluating ECCE systems. In addition, it aims to assist governments in ensuring these services are responsive to the rights, needs, and capabilities of children, their families and their communities.

Environmental, Social and Governance Practices for Value Creation in the Commonwealth - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
The concept of ESG is used to effectively assess longer-term environmental, social and governance risks and opportunities for firms. It has gained traction in recent years with the public sector and with international finance institutions. Three key challenges remain to ensure effective ESG sector outcomes and growth. First, the most common criticism of ESG is that it provides opportunities for companies to engage in ‘greenwashing’ – inflating their sustainability credentials while continuing business-as-usual. Second, the application of ESG lacks a clear or standardised definition or assessment methodology. This results in high uncertainty around scoring and impact. Finally, although ESG has been growing in all regions, the maturity of regulatory and policy frameworks is highly unequal.

Fiscal Policy Options for Resilient and Sustainable Development - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
Creating enabling environments and the capacity to access and generate multidimensional financing for development, climate change and enhanced resilience, remains challenging amid global pressures. One feasible approach is to revisit the criteria for financing allocation and the management of earmarked international transfers and debt relief. This paper focuses on fiscal policy options for resilient and sustainable development. An appropriate design and mix of national taxes would help raise revenues efficiently, reduce the cost of doing business and the barriers to exports, and encourage economic integration to counteract disruptions in global value chains.

Parametric Climate Insurance Using Blockchain Technology: A Feasibility Study on Technical and Economic Viability in Fiji - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
Blockchain technology has the potential to drive efficiencies throughout the insurance value chain. This study aimed to investigate the likely customer demand for, technical feasibility and economic viability of blockchain-based climate catastrophe insurance (BBCCI) in Fiji. The report analysed BBCCI’s application in the context of Fiji by undertaking a technical feasibility assessment, which was followed by an economic feasibility assessment. Based on these assessments, a roadmap for the implementation of BBCCI in Fiji is recommended.

Realising Article 24 of the Convention on the Rights of Persons with Disabilities: Case Studies in Mainstreaming and Inclusive Education - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
As part of an ongoing commitment to support the development of a more inclusive education system across Commonwealth countries, the Commonwealth Secretariat commissioned documentation to support good policy and practice, particularly on including students with disabilities in mainstream education. This has been prepared with the objective of initiating a wider dialogue on inclusive practices for mainstreaming disability.This document provides examples from 11 Commonwealth countries, highlighting the process of change that is underway in these countries and the evolution of policies and strategies to improve access to education for children with disabilities.It additionally provides models and self-assessment tools to support policy-makers and education professionals as they work towards achieving Sustainable Development Goal (SDG) 4 to ensure inclusive andequitable quality education and promote lifelong learning opportunities for all.

Respect in the Commonwealth: A toolkit for building relationships, generating new ideas and increasing respect - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
This 'project in a box' on building resilience and inter-community dialogue encompasses detailed instructions, illustrations, and inspiration. The toolkit focuses on how to deliver workshops on inter- and intra-community relationship building, and aims to improve global citizenship literacy, awareness of tools and learning of skills to build socially cohesive and tolerant communities that are resilient to violent extremism. This toolkit is for anyone who feels motivated to improve relationships and respect in the community, the workplace and even among friends and family. You can use it to improve respect generally or to tackle a specific issue, such as hate speech or inter-ethnic conflict. Depending on your level of experience of bringing people together, and the kinds of issues you are working with, you will find a range of different tools to apply. Whether you are experienced in facilitating change or are just starting out, this toolkit has been designed and tested for you.

The researchED Guide to The Curriculum: An evidence-informed guide for teachers - Sealy, Edited by Clare (John Catt, 2020)
researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid.

Teacher CPD: International trends, opportunities and challenges - Scutt, Cat; Baeyer, Sarah (Chartered College of Teaching, 2019)
Keywords: C:International

The Proposal for a LTSN Project Grant - Scribe, Richard Atkinson Birmingham-; Haßler, Björn; Quinney, Douglas (2001)
R. Atkinson, M. Barry, B. Haßler, D. Quinney, “A research proposal on diagnostic testing”, Proceedings of the Undergraduate Mathematics Teaching Conference 2001, Birmingham University.
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Listening to Young Lives at Work in Ethiopia - Scott, Douglas; Favara, Marta; Porter, Catherine (Oxford Department of International Development, 2020)

The classroom goes hybrid - Scott, Craig (AV Magazine, 2020)
Craig Scott, chief technology officer of ViewSonic, explores post-Covid-19 education and preparing for a world of hybrid learning and teaching.

Global perspectives on teacher learning: improving policy and practice - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Global perspectives on teacher learning: improving policy and practice - Schwille, J.; Dembélé, M. (Fundamentals of Educational Planning Series, 2007)
Keywords: C:International

Learner-centred education in developing country contexts: From solution to problem? - Schweisfurth, Michele (International Journal of Educational Development, 2011)
Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’?
Keywords: _C:Barbados BRB; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Canada CAN; _C:China CHN; _C:Eritrea ERI; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea-Bissau GNB; _C:India IND; _C:Indonesia IDN; _C:Jordan JOR; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mexico MEX; _C:Namibia NAM; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Poland POL; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Sierra Leone SLE; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Learner-centred education in international perspective - Schweisfurth, Michele (Journal of International and comparative Education, 2013)

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
Keywords: Learner-centred education; Pedagogy; Post-2015; ___working_potential_duplicate

Modernisation Of Vocational Education And Training – The International Consultancy Adopted By BIBB - Schwarz, Michael; Janssen, Bettina; Cáceres-Reebs, Diana; Medrikat, Ilona (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; CC:Germany; CLL:en; publicImportV1

Modernisierung beruflicher Bildung: der internationale Beratungsansatz des BIBB - Schwarz, Michael; Janssen, Bettina; Cáceres-Reebs, Diana; Medrikat, Ilona (Bundesinstitut für Berufsbildung, 2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; CLL:de; publicImportV1

Indoor Air Quality and Overheating in UK Classrooms–an Archetype Stock Modelling Approach - Schwartz, Y.; Korolija, I.; Symonds, P.; Godoy-Shimizu, D.; Dong, J.; Hong, S. M.; Mavrogianni, A.; Grassie, D.; Mumovic, D. (IOP Publishing, 2021)
Abstract. Children spend a large part of their waking lives in school buildings. There is substantial evidence that poor indoor air quality (IAQ) and thermal discomfort can have detrimental impacts on the performance, wellbeing and health of schoolchildren and staff. Maintaining good IAQ while avoiding overheating in classrooms is challenging due to the unique occupancy patterns and heat properties of schools. Building stock modelling has been extensively used in recent years to quantify and evaluate performance of large numbers of buildings at various scales. This paper builds on an archetype stock modelling approach which represents the diversity of the school stock in England through an analysis of The Property Data Survey Programme (PDSP) and the Display Energy Certificates (DEC) databases. The model was used for simulating Indoor-to-Outdoor pollution ratios to estimate indoor air pollution levels (NO2, PM2.5 and CO2) and thermal comfort (overheating) in two climate areas in England: London and the West Pennines. analysis highlighted variations in classrooms’ indoor CO2 levels in different seasons and explored the risk of overheating in relation to a classroom’s orientation.
Keywords: BE:RELEVANT

Remedial Education Programs to Accelerate Learning for All - Schwartz, Analice C. (Global Partnership for Education, 2012)

Design Thinking for Educators - Schurr, Michael

Design Thinking for Educators - Designers Workbook - Schurr, Michael

Design Thinking for Educators - Designers Workbook (Arabic) - Schurr, Michael (2020)
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Designers Workbook (English/Arabic) - Schurr, Michael (2020)
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (Arabic) - Schurr, Michael (2020)
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (English/Arabic) - Schurr, Michael (2020)
Keywords: _r:ImportedToMyEducationEvidence

Final Evaluation Report: Evaluation of Africa Educational Trust’s Speak Up II in South Sudan - Schulze, Charles (2019)

Why Governments Should Invest More to Educate Girls - Schultz, T.Paul (World Development, 2002)

Innovation durch Kooperation: Ausbildungspartnerschaften im Bausektor - Schultz, Susanne U. (2021)
Diese explorative Studie zu den Fachkräftebedarfen und Kooperationsinteressen von Unternehmen im Baubereich in Nordrhein-Westfalen beleuchtet die Potenziale einer partnerschaftlichen Zusammenarbeit zur länderübergreifenden, beruflichen Ausbildung mit Ghana.
Keywords: Baubranche; Berufsausbildung; Fachkräftebedarf; Migration; Transnationale Qualifizierungs- und Mobilitätspartnerschaft; Zuwanderung; ⚠️ Invalid DOI

Inequitable Dispersion: Mapping the Distribution of Highly Qualified Teachers in St. Louis Metropolitan Elementary Schools - Schultz, Lyndsie Marie (Education Policy Analysis Archives, 2014)
The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005, 2006; Hill & Lubienski, 2007; Lankford, Loeb, & Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions.
Keywords: Educational Legislation; Elementary School Teachers; Elementary Schools; Federal Legislation; Lebanon_event_2021; Minority Group Students; Poverty; Predictor Variables; Socioeconomic Status; Teacher Certification; Teacher Effectiveness; Teacher Qualifications; Urban Education; Urban Schools; _C:Argentina ARG; _C:Bolivia BOL; _C:Brazil BRA; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:India IND; _C:Mexico MEX; _C:Peru PER; _C:Portugal PRT; _C:Spain ESP; _C:United States USA; _C:Venezuela VEN; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Implementing Inclusive Education - Schuelka, Matthew J. (2018)
This rapid review synthesises evidence and literatures on the key elements of successful implementation of inclusive education. This includes a clear concept and definition of inclusive education. Second element is concrete inclusive education targets, indicators, measures, and outcomes. Third, an understanding of existing structural, educational, and cultural challenges to successful implementation. Fourth, a well-designed implementation strategy that includes a clear plan, evaluation, and school review process. Fifth, providing inclusive education training, sustained support, and resources for all teachers and school leaders. Final element is national leadership on inclusive education policy, education management information systems, curricular-reform, and coordinating social systems such as inclusive education and inclusive employment. In addition to this, this review also identifies that inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Measuring the success of inclusive education should go beyond merely counting students to evaluate access, but should include measures of educational quality, outcomes, and experiences. It also finds that the barriers to inclusive education are well-understood now, and include inadequacies in policy and legal support, resources and facilities, specialised staff, teacher training, pedagogical techniques, flexible curricula, supportive leadership, and cultural attitudes. However, current thinking suggests that it is perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies. In summary, key factors in inclusive education implementation include school and classroom level implementation such as school reviews and plans; training and supporting all teachers in inclusive practices, not just ‘specialised’ ones; and supporting school leadership to enact an inclusive vision for their schools. National-level implementation requires enabling policy to clearly articulate and support inclusive education; having strong systems to data collection and management; providing flexibility in curriculum; and coordinating with other aspects of society in which inclusive education factors, such as employment.
Keywords: ⛔ No DOI found

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
Keywords: ⛔ No DOI found

Teacher leadership: A systematic review, methodological quality assessment and conceptual framework - Schott, Carina; van Roekel, Henrico; Tummers, Lars G. (Educational Research Review, 2020)

Rensvandeschoot/software-overview-machine-learning-for-screening-text - schoot, Rens van de (2023)
The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning.
Keywords: _Added-ailr-2024; active-learning; machine-learning; software-development; systematic-reviews

How to Construct a Mixed Methods Research Design - Schoonenboom, Judith; Johnson, R. Burke (Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie, 2017)
This article provides researchers with knowledge of how to design a high quality mixed methods research study. To design a mixed study, researchers must understand and carefully consider each of the dimensions of mixed methods design, and always keep an eye on the issue of validity. We explain the seven major design dimensions: purpose, theoretical drive, timing (simultaneity and dependency), point of integration, typological versus interactive design approaches, planned versus emergent design, and design complexity. There also are multiple secondary dimensions that need to be considered during the design process. We explain ten secondary dimensions of design to be considered for each research study. We also provide two case studies showing how the mixed designs were constructed.

Handbook-01_Core-Concepts-in-Assessment.pdf - Schools2030

Handbook-03_Measuring-Non-Academic-Learning.pdf - Schools2030

Holistic Learning Domains - Schools2030

Schools 2030 Human-Centered Design Toolkit - Schools2030

Schools2030-Domains.pdf - Schools2030

Summary-of-Handbook-03_Measuring-Non-Academic-Learning.pdf - Schools2030

Uganda’s Record-Breaking Two-Year School Closure Led to… No Decline in the Number of Kids Who Can Read? - Schools2030 (Center For Global Development)
A couple weeks ago, Uganda finally ended the longest national school closure on record, reopening its public schools after nearly two full years. One might anticipate a fairly dramatic decline in learning levels. Indeed, in a very non-scientific poll of my twitter followers, the dominant view was that reading levels would collapse. That is not exactly what the Uwezo team found in their data, however. On Uwezo’s headline measure of reading competency, the new data reveal essentially the opposite: an improvement.

Professional Development Framework for Digital Learning (South Africa) - SchoolNet South Africa (schoolnet, 2017)

GraphoGame Teacher Training Service: evaluation report - School-to-School International (STS) (Agora Center, University of Jyväskylä, Finland, 2017)
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425917; ___working_potential_duplicate; __finaldtb

A Narrative Literature Review of Natural Language Processing Applied to the Occupational Exposome - Schoene, Annika Marie; Basinas, Ioannis; Tongeren, Martie van; Ananiadou, Sophia (International Journal of Environmental Research and Public Health, 2022)
The evolution of the Exposome concept revolutionised the research in exposure assessment and epidemiology by introducing the need for a more holistic approach on the exploration of the relationship between the environment and disease. At the same time, further and more dramatic changes have also occurred on the working environment, adding to the already existing dynamic nature of it. Natural Language Processing (NLP) refers to a collection of methods for identifying, reading, extracting and untimely transforming large collections of language. In this work, we aim to give an overview of how NLP has successfully been applied thus far in Exposome research.We conduct a literature search on PubMed, Scopus and Web of Science for scientific articles published between 2011 and 2021. We use both quantitative and qualitative methods to screen papers and provide insights into the inclusion and exclusion criteria. We outline our approach for article selection and provide an overview of our findings. This is followed by a more detailed insight into selected articles.Overall, 6420 articles were screened for the suitability of this review, where we review 37 articles in depth. Finally, we discuss future avenues of research and outline challenges in existing work.Our results show that (i) there has been an increase in articles published that focus on applying NLP to exposure and epidemiology research, (ii) most work uses existing NLP tools and (iii) traditional machine learning is the most popular approach.
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Topic modeling as a strategy of inquiry in organizational research: A tutorial with an application example on organizational culture - Schmiedel, T.; Müller, O; Brocke, J. (Organizational Research Methods, 2019)
Keywords: _Added-ailr-2024

Praxishandbuch Wirtschaft in Afrika - Schmidt, Thomas; Pfaffenberger, Kay; Liebing, Stefan (Springer Gabler, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:de; publicImportV1

Building a high-quality teaching profession: lessons from around the world - Schleicher, Andreas (International Summit on the Teaching Profession, 2011)
This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. Its four chapters cover recruitment and initial preparation of teachers; teacher development, support, careers and employment conditions; teacher evaluation and compensation; and teacher engagement in education reform.

Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World - Schleicher, Andreas (OECD Publishing, 2012)
Results from the Organisation for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment (PISA) have shown that the degree to which education systems succeed in equipping students with important foundation skills varies significantly. Since the quality of teaching is at the heart of student learning outcomes, it is an appealing idea to bring together education leaders from high performing and rapidly improving education systems to explore to what extent educational success and some of the policies related to success transcend the specific characteristics of cultures and countries. To this end, in March 2012 the second "International Summit on the Teaching Profession" was held in New York, hosted by the U.S. Department of Education, the OECD and Education International. The Summit brought together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by PISA, to review how to best improve the quality of teaching, teachers and school leaders. This publication underpinned the Summit with available research about what can make educational reforms effective, and highlights examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. The Summit was organized around three interconnected themes: (1) Developing Effective School Leaders; (2) Preparing Teachers to Deliver 21st-Century Skills; and (3) Matching Teacher Demand and Supply. Selected comparative data on education from OECD sources are annexed. Individual chapters contain references and notes. (Contains 37 figures and 35 boxes.)
Keywords: Administrator Effectiveness; Communication Skills; Comparative Analysis; Cooperation; Creativity; Critical Thinking; Educational Assessment; Educational Change; Educational Innovation; Foreign Countries; Outcomes of Education; Problem Solving; Student Evaluation; Teacher Education; Teacher Effectiveness; Teacher Leadership; Teacher Supply and Demand; Teaching (Occupation); Technology Uses in Education; Unions

Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes - Schilhab, Theresa S. S.; Stevenson, Matt P.; Bentsen, Peter (Frontiers in Psychology, 2018)
Keywords: _C:Denmark DNK; _C:Norway NOR; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Higher education and development: Critical issues and debates - Schendel, Rebecca; McCowan, Tristan (Education and international development: an introduction, 2015)
Keywords: ⛔ No DOI found

The perils of preprints - Schalkwyk, May C. I. van; Hird, Thomas R.; Maani, Nason; Petticrew, Mark; Gilmore, Anna B. (BMJ, 2020)
Their use and platforms require greater scrutiny

Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal - Schaffner, Julie; Glewwe, Paul; Sharma, Uttam (Staff Paper P21-3, 2021)
Using a randomized control trial embedded within a mixed-methods evaluation, we find that an at-scale government teacher training program, of a common but seldom-evaluated form, has little or no impact on student learning. We then document five challenges that the policy’s design failed to address, related to: oversight of training sessions, school-level difficulties in releasing teachers for training (lack of substitute teachers), deficits in teachers’ subject knowledge, deficits in teachers’ post-training accountability and support, and students’ needs for differentiated instruction. We discuss implications for the literatures on teacher training program design and on good governance for public service provision
Keywords: Community/Rural/Urban Development; Final_citation; Public Economics; Teaching/Communication/Extension/Profession; cited; existing

GIS in Schools: Experiences and Progress in Germany - Schaefer, Dirk
Keywords: _C:Germany DEU; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Artificial intelligence-based conversational agents for chronic conditions: systematic literature review - Schachner, Theresa; Keller, Roman; v Wangenheim, Florian (Journal of medical Internet research, 2020)

Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review - Schaap, Harmen; Baartman, Liesbeth; Bruijn, Elly de (Vocations and Learning, 2012)
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

Connecting early language and literacy to later reading disabilities: Evidence, theory, and practice - Scarborough, H S (Handbook for research in early literacy, 2001)

Zoom Around the World: Using Videoconferencing Technology for International Trainings - Scanga, Lauren Hrncirik; Deen, Mary Katherine Y.; Smith, Suzanne R.; Wright, Kevin (Journal of Extension, 2018)
This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Burundi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:economy; P:technology; R:evaluation; T:Ausbildung; Z:international development; Z:professional development; Z:school gardens; Z:videoconferencing; publicImportV1; ⛔ No DOI found

Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons - Scammacca, Nancy; Roberts, Greg; Stuebing, Karla K. (Review of Educational Research, 2014)
Previous research has shown that treating dependent effect sizes as independent inflates the variance of the mean effect size and introduces bias by giving studies with more effect sizes more weight in the meta-analysis. This article summarizes the different approaches to handling dependence that have been advocated by methodologists, some of which are more feasible to implement with education research studies than others. A case study using effect sizes from a recent meta-analysis of reading interventions is presented to compare the results obtained from different approaches to dealing with dependence. Overall, mean effect sizes and variance estimates were found to be similar, but estimates of indexes of heterogeneity varied. Meta-analysts are advised to explore the effect of the method of handling dependence on the heterogeneity estimates before conducting moderator analyses and to choose the approach to dependence that is best suited to their research question and their data set.

Exploring How Preschoolers Use IPads to Develop Phonemic Awareness: A Case Study - Scalf, Patricia Pounds (2020)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Croatia HRV; _C:Germany DEU; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Arbeitsmarktorientierte Berufsbildung unter besonderer Berücksichtigung des sog. informellen Sektors in Burkina Faso - Sawadogo, Wendkouni J Eric (University of Dresden, 2012)

Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2 - Savva, Marilena; Higgins, Steve; Beckmann, Nadin (Journal of Computer Assisted Learning, 2022)
Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
Keywords: _Import_to_OpenDevEd_EvLib

Digital media and youth: A primer for school psychologists - Savina, Elena; Mills, Jennifer L.; Atwood, Kelly; Cha, Jason (Contemporary School Psychology, 2017)
Keywords: __C:filed:1

Averting an Education Catastrophe for the World’s Children - Save Our Future (2020)

Impact Report - Save Our Future (2020)

Research Methods for Business Students Eight Edition - Saunders, M. N. K.; Lewis, Philip; Thornhill, Adrian (QualitativeMarket Research: An International Journal, 2019)
Keywords: ⛔ No DOI found

Transnationale Qualifizierungs- und Mobilitätspartnerschaften (tQMP): - Sauer, Michael; Volarevic, Jurica (2020)
Keywords: ⛔ No DOI found

Effective integration of information and communication technologies (ICTs) in technical and vocational education and training (TVET) toward knowledge management - Saud, MS; Shu, B; Yasin, MAM (African Journal of Business Management, 2011)
The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be exhausted by studies available in the “knowledge-based” society. The world of work is in continuous change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Despite numerous studies revealing the extent to which ICTs are applied at different educational specializations, literature on the effective integration of ICTs into Technical and Vocational Education and Training (TVET) field is scarce and needs further exploration to highlight the TVETs’ level of requirement for ICTs integration. Therefore, this paper attempts to add to the available literature on ICTs integration in TVET by bringing out clearly; the need for effective integration of ICTs in TVET, factors influencing the effective integration of ICTs in TVET, overview of the challenges to the effective integration of ICTs in TVET. The paper concludes by recommending for a proper planning and management of ICTs resources in TVET.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:pedagogy; F:teaching; P:architecture; P:social; P:teacher education; P:technology; Q:ICT; R:meta-analysis; T:TVET; publicImportV1; ⛔ No DOI found

Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens - Sarwar, Moizza Binat (EdTech Hub, 2022)
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, Mohammad Afzal Hossain; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a […]
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Text classification using deep learning techniques: a bibliometric analysis and future research directions - Sarin, Gaurav; Kumar, Pradeep; Mukund, M. (Benchmarking: An International Journal, 2023)
Keywords: Bibliometric analysis; Classification; Data mining; Deep learning; Text analytics; _Added-ailr-2024

Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system - Sargent, Tanja Carmel (Comparative Education Review, 2015)

Psychological Framework for Quality Technical and Vocational Education and Training in the Twenty-First Century - Sarfo, FK (Learning, Design, and Technology, 2016)
To cope with the rapid changes in the real world of work and to prepare the workforce to enter the twenty-first century, there is a paradigm shift in the modern Technical and Vocational Education and Training (TVET) toward competency-based training (CBT) or vocational pedagogy. However, there is the lack of literature/research in TVET education that reveals the fundamental understanding and roles of contemporary learning theories in instructional psychology for creating successful competency-based learning environments for quality TVET teaching and learning. To contribute to the solution, this paper argues that there are significant relationships between (1) knowledge and skills and their associated learning processes required of modern TVET and (2) learning outcomes and their associated learning processes of the contemporary learning theories. In accordance with this assertion, an integrated learning theories for quality TVET education is proposed. The logic is that, supported by consistent empirical evidence as discussed in this paper, the conditions and instructional methods of the learning theories could be successfully used to design powerful competency-based learning environments to promote the development of technical and vocational expertise in TVET teaching and learning for the twenty-first century.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; T:Training; _C:Ghana GHA; publicImportV1

An insight into cultural competence and ethics in K-12 artificial intelligence education - Sanusi, Ismaila Temitayo; Olaleye, Sunday Adewale (IEEE, 2022)

Análise de programas estruturadores de saúde do Estado de Minas Gerais por meio de indicadores finalísticos - Santos, Geovana Maria Carmo; Silveira, Mauro César; Oliveira, Andre Correa de (Revista do Serviço Público, 2016)
O presente artigo visa analisar a relação entre o gasto nos programas estruturadores da área de saúde, do Governo de Minas Gerais, com os indicadores finalísticos da referida área, entre os anos de 2004 a 2013. Este estudo justifica-se pela possibilidade de se sinalizar a efetividade da alocação de recursos orçamentários, no âmbito da saúde, em face do modelo de Gestão para Resultados adotado pelo governo do estado. Os resultados encontrados sugerem uma forte correlação entre as variáveis, a despeito de três correlações consideradas não significativas, pelos cálculos estatísticos, e de uma das correlações que sinalizou uma relação contrária ao esperado. A análise de regressão confirmou a relação linear entre as variáveis, para os casos que se comportaram conforme a hipótese deste trabalho. A partir das entrevistas realizadas com dois gestores estaduais, apreende-se que, embora os indicadores não influam diretamente sobre a alocação de recursos, estes orientam o processo de implementação das políticas, sob uma perspectiva de priorização, e consistem, também, em importantes mecanismos para aperfeiçoamento do processo de gestão.
Keywords: Author:OpenDevEd

Epistemologies of the South: Justice Against Epistemicide - Santos, Boaventura de Sousa (Routledge, 2014)
This book explores the concept of 'cognitive injustice': the failure to recognise the different ways of knowing by which people across the globe run their lives and provide meaning to their existence. Boaventura de Sousa Santos shows why global social justice is not possible without global cognitive justice. Santos argues that Western domination has profoundly marginalised knowledge and wisdom that had been in existence in the global South. She contends that today it is imperative to recover and valorize the epistemological diversity of the world. Epistemologies of the South outlines a new kind of bottom-up cosmopolitanism, in which conviviality, solidarity and life triumph against the logic of market-ridden greed and individualism.

Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects - Santos-Hermosa, Gema; Ferran-Ferrer, Núria; Abadal, Ernest (The International Review of Research in Open and Distributed Learning, 2017)
Keywords: OER; evaluation; higher education; open educational resources; repositories; reuse

"Creo en la tecnología en la escuela pero hemos de poner las necesidades del alumno por delante de los dispositivos" - Santodomingo, Rodrigo (El Diario de la Educación, 2021)
Es una de las voces más autorizadas a nivel global sobre la integración de las TIC en la escuela. Autor de un largo listado de estudios, Björn Hassler muestra especial interés por el aprendizaje con dispositivos móviles. Últimamente, sobre todo, en el África sub-sahariana. Entusiasmo y crítica se funden en su visión sobre la fiebre …

Education in Emergencies Endline Evaluation Report – Sierra Leone - Sankoh, Didan; Cowan, Emma (Girls' Education Challenge, UK Aid, 2016)
Keywords: _C:Sierra Leone SLE

Mobile learning bridging the gap in agricultural extension service delivery: Experiences from Sokoine University of Agriculture, Tanzania - Sanga, C; Mlozi, M; Haug, R; Tumbo, S (International Journal of Education and Development using Information and Communication Technology, 2016)
The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers’ advisory information systems.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:agricultural; P:agriculture; P:economy; P:services; Q:ICT; Q:mobile learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

Adoption of AI-Chatbots to Enhance Student Learning Experience in Higher Education in India - Sandu, Nitirajsingh; Gide, Ergun (2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET), 2019)
Today, every organisation depends on Information and Communication Technology (ICT) for the efficient service delivery and cost-effective application of technological resources. With growing preference towards faster services and acceptance of Artificial Intelligence (AI) based tools in business operations globally as well as in India, the global Chatbot market is going to accelerate in the next decade. In the era of AI, the Chatbot market is witnessing extraordinary growth with the increased demand for smartphones and increased use of messaging applications. In the past few years, the food delivery business, finance and the E-commerce industry have embraced Chatbot technology. One of the industries which can really benefit from using this technology is the educational sector. Education can benefit from Chatbot development. It can improve productivity, communication, learning, efficient teaching assistance, and minimize ambiguity from interaction. A new education platform can solve next-level problems in education using this technology as the engagement tool. The aim of this research paper is to find out the factors which affect the adoption of Chatbot technology in order to enhance the student learning experience in the Indian higher education sector. In this research, a Quantitative method is used through data collection from surveys of some of the prominent higher education institutes using Chatbot technology in India. It is expected that the research outcome will help Chatbot developers and higher education providers to better understand the requirements of students while providing an interactive learning and communication platform for them.
Keywords: Artificial Intelligence; Artificial intelligence; Chatbot; Communication channels; Education; India; Student-centred learning; Task analysis; Time factors; higher education

Managing the human–chatbot divide: how service scripts influence service experience - Sands, Sean; Ferraro, Carla; Campbell, Colin; Tsao, Hsiu-Yuan (Journal of Service Management, 2020)

Design and Implementation of a Chatbot in Online Higher Education Settings. - Sandoval, Zoroayka V. (Issues in Information Systems, 2018)
Keywords: ⛔ No DOI found

Conjecture Mapping: An Approach to Systematic Educational Design Research - Sandoval, William (Journal of the Learning Sciences, 2014)
Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This article describes a technique for mapping conjectures through a learning environment design, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes.

Context-driven entrepreneurial education in vocational schools - Sandirasegarane, S; Sutermaster, S; Gill, A (International Journal for Research in Vocational Education and Training, 2016)
Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Botswana; C:Guinea; C:Kenya; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:achievement; T:Lehrlingsausbildung; T:TVET; T:dual TVET; T:vocational school; _C:Uganda UGA; publicImportV1

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years - Sandefur, Justin; Romero, Mauricio (Center for Global Development, 2019)
After three years, outsourcing management of public schools to private providers raised test scores by 0.21 standard deviations in math and 0.16 standard deviations in English (equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse. Results vary by provider: some produced uniformly positive results, while others present stark trade-offs between learning gains and other outcomes.
Keywords: ⛔ No DOI found

Girls' Schooling is Good, Girls' Schooling with Learning is Better - Sandefur, Justin; Oye, Mari; Pritchett, Lant (Background paper for the International Commission on Financing Global Education Opportunity, 2016)

Schooling for All - Feasible Strategies to Achieve Universal Education - Sandefur, Justin (Center for Global Development, 2022)

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2019)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Enseñar y aprender con eScholarium: un estudio de caso sobre la implementación del proyecto en un CEIP de Comunidad de Extremadura - Sánchez Miranda, Sofía; Torres Carvalho, José Luis (2018)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Cuba CUB; _C:Germany DEU; _C:Israel ISR; _C:Portugal PRT; __C:filed:1; __C:scheme:1; ⛔ No DOI found