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Abstract Evidence from various domains underlines the critical role that human factors, and especially trust, play in adopting technology by practitioners. In the case of Artificial Intelligence (AI) powered tools, the issue is even more complex due to practitioners' AI‐specific misconceptions, myths and fears (e.g., mass unemployment and privacy violations). In recent years, AI has been incorporated increasingly into K‐12 education. However, little...
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An output of the EdTech Hub, https://edtechhub.org
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Interlocking stabilized soil blocks (ISSBS) is undoubtedly one of the contemporary buildingmaterials used for building construction works in developing countries. The ISSBs is gaining fast recognition as frontline alternative to Sandcrete blocks for affordable housing development in Nigeria. However, despite the positive reports of United Nations upholding ISSB as an affordable building material for low cost housing in developing African nations, the patronage of ISSBs is low-slung when...
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Abstract Despite the prevalence of high stakes assessments – and the growing likelihood of heat exposure during such assessments – the effect of temperature on performance has not yet been studied in such settings. Using student-level administrative data for the largest public school district in the United States, I provide the first estimates of temperature’s impact on high-stakes exam performance and subsequent educational attainment. Hot temperature reduces performance by up to 13 percent...
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In the field of education, there is a gap between research and practice. Lack of data standardization and collection inhibits comparability and generalizability of findings in the context of population heterogeneity. Mapping of education research inquiries to local heterogeneous data representations from different repositories is expensive and creates barriers for content comprehensiveness in research. The paper focuses on design and usability of the Blueprint, an organizing data framework...
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Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.
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Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low- and middle-income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic...
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