What is improvement science? Do we need it in education? - Lewis, Catherine (Educational researcher, 2015)
Publisher: Sage Publications Sage CA: Los Angeles, CA

Cross-Sectoral Learning in Implementation Research Harnessing the potential to accelerate results for children - Lewis, Jane; Mildon, Robyn; Steele, Tom (UNICEF Office of Research – Innocenti, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:GG3LBMYB

ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region​ - Lewis, K.; Thacker, K. (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:TPL3UNXE

ICT and the Education of Refugees - Lewis, Kent; Thacker, Simon (2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.1596/26522 10/gdm2tq 2129771:2C83JMHH
Keywords: _C:Afghanistan AFG; _C:Algeria DZA; _C:Armenia ARM; _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:Congo XCO; _C:Costa Rica CRI; _C:Egypt EGY; _C:Ethiopia ETH; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Kuwait KWT; _C:Lebanon LBN; _C:Libya LBY; _C:Luxembourg LUX; _C:Malawi MWI; _C:Malaysia MYS; _C:Morocco MAR; _C:Netherlands NLD; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Philippines PHL; _C:Qatar QAT; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:South Sudan SSD; _C:Spain ESP; _C:State of Palestine PSE; _C:Sudan SDN; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; __C:filed:1; __C:scheme:1

ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region - Lewis, Kent; Thacker, Simon (World Bank, 2016)

The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems - Lewrick, Michael; Link, Patrick; Leifer, Larry (Wiley, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:68EDG9HF 2129771:D9DFYPFM

The design thinking toolbox: a guide to mastering the most popular and valuable innovation methods - Lewrick, Michael; Link, Patrick; Leifer, Larry J. (John Wiley & Sons, Inc, 2020)
"Encyclopedia of Design Thinking Tools explains the most important tools and methods over the Design Thinking cycle. Based on the largest international survey on the use of Design Thinking Tools and Methods, the most popular methods are described on four pages each, by an expert from the Design Thinking community. Simple instructions, expert tips, templates and images of the application make the Encyclopedia valuable reading, especially for Design Thinking beginners. It is suitable for design thinkers who want to quickly and comprehensively familiarize themselves with the tools and try out new tools. It helps readers with: selecting the right tools and finding new tools planning training/workshops on design thinking practical application tips This is an encyclopedia that is the perfect complement to the bestselling, The Design Thinking Playbook"–
KerkoCite.ItemAlsoKnownAs: 2129771:SPYR6G6T 2129771:TLH2RH47
Keywords: Creative ability in business; Creative ability in technology; Creative thinking; Problem solving; Project management; ⛔ No DOI found

Employment Mobility and Returns to Technical and Vocational Training: Empirical Evidence for Tanzania - Leyaro, Vincent; Cornel, Joseph (2019)
This paper examines the employment mobility and returns to technical and vocational training (TVET) relative to general education in Tanzania, using data from the 2014 Integrated Labour Force Survey (ILFS). The result shows that TVET training facilitates individual transition into employment. Both in descriptive statistics and regression results, technical, on the job training, vocational and apprenticeship training are particularly important in acquiring formal employment. The results further show that, though the returns to general education (GED) and TVET are positive and statistically significant, on average those with TVET training are earning relatively less than those with general education, implying lower returns to TVET graduates compared to general education graduates. The descriptive statistics confirm this by showing that, in Tanzania, workers with a university degree earn twice those with technical training and three times those with vocational training. Two implications stand out: technical and vocational training are instrumental in addressing the rising youth unemployment; and, to make it attractive to parents and students governments across the region have to work towards raising the returns to TVET.
KerkoCite.ItemAlsoKnownAs: 2129771:Q6BR4TDE 2129771:YDUY8NZ2
Keywords: ⛔ No DOI found

The COVID-19 pandemic has changed education forever. This is how - Li, Cathy; Lalani, Farah (https://www.weforum.org/, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XFJS8M3K 5242966:6PZWIW73

In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of HRDI - Li, Jessica; Ghosh, Rajashi; Nachmias, Stefanos (Human Resource Development International, 2020)
Publisher: Routledge _eprint: https://doi.org/10.1080/13678868.2020.1752493 KerkoCite.ItemAlsoKnownAs: 10.1080/13678868.2020.1752493 2129771:J2FXNHAT
Keywords: __C:filed:1

TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2129771:RUL4L9G5 2129771:XIYR9UDQ 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7
Keywords: _Added-ailr-2024

Empowering student learning through Tablet PCs: A case study - Li, Sandy C; Pow, Jacky WC; Wong, Emily ML; Fung, Alex CW (Education and Information Technologies, 2010)
00020 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-009-9103-2 10/b9nvxb 2129771:C2WDC5BW 257089:6A5VE4GB

Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. - Li, SC; Pow, JWC (International Journal of Instructional Media, 2011)
00009 KerkoCite.ItemAlsoKnownAs: 2129771:UFN7TVBT 257089:6MUWIRDP
Keywords: ⛔ No DOI found

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851
Keywords: Administrator Attitudes; Case Studies; Case studies; China; Classroom Observation Techniques; Classroom observation; ERIC; Current Index to Journals in Education (CIJE); Education; Effectiveness; Faculty Development; Feedback; Feedback (Response); Foreign Countries; Interviews; Principals; Professional development; Qualitative Research; Secondary Education; Secondary School Teachers; Secondary schools; Teacher Attitudes; Teacher education; Teaching; Teaching Methods; Teaching methods; Video; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2096967; __finaldtb

A survey of bedroom ventilation types and the subjective sleep quality associated with them in Danish housing - Liao, Chenxi; Akimoto, Mizuho; Bivolarova, Mariya Petrova; Sekhar, Chandra; Laverge, Jelle; Fan, Xiaojun; Lan, Li; Wargocki, Pawel (Science of The Total Environment, 2021)
We performed a survey of the types of bedroom ventilation in Danish dwellings (January–February 2020) and the associated subjective sleep quality. Five hundred and seventeen people responded. Their median age was 33 years old and 55.4% of them were males. We used an online questionnaire and collected information on the type of bedroom ventilation, bedroom airing behaviour by the respondents, the bedroom environment, building surroundings and location, and sleep disturbance caused by stuffy air, noise, and the thermal environment. Subjective sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI); its median among respondents was >5 indicating reduced sleep quality. 35.4% of the bedrooms had mechanical, 24.6% exhaust, and 40.0% natural ventilation. Sleeping in a bedroom with mechanical ventilation tended to reduce sleep disturbance. The absence of mechanical ventilation and the presence of carpet in the bedroom were all associated with stuffy air causing sleep disturbance, which was the second most sleep disturbing factor. PSQI increased significantly with increased sleep disturbance. People who reported that their sleep was disturbed by stuffy air or “too warm” conditions opened windows frequently during the day or night, but no association was found between PSQI and bedroom airing behaviours. Our results are valid for the heating season and the survey would have to be repeated in the non-heating season to permit generalization of the findings. The results present associations and are qualitative, so field measurements are necessary to validate the present observations and provide further explanations.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.scitotenv.2021.149209 2129771:5DU85DEJ 4682641:W4ZVX6EJ
Keywords: BE:RELEVANT; Noise; Occupant behaviour; PSQI; Sleep disturbance; Stuffy air; Thermal comfort

Effects of airing behaviours on bedroom air pollutants during sleep - Liao, Chenxi; Fan, Xiaojun; Petrova Bivolarova, Mariya; Mainka, Anna; Sekhar, Chandra; Laverge, Jelle; Lan, Li; Akimoto, Mizuho; Wargocki, Pawel (CLIMA 2022 conference, 2022)
Higher ventilation rates were verified to have a positive impact on indoor air quality and therefore benefit sleep quality. However, how does ventilation influence bedroom air quality if the outdoor air quality is poor? Whilst ventilation helps to reduce indoor pollution it inadvertently brings outdoor pollution indoors, such as NO2, which is from vehicular emission. In this study, we collected the info of window and door status during sleep and measured carbon dioxide (CO2), nitrogen dioxide (NO2), volatile organic compounds (VOCs) and particulate matter (PM2.5 and PM10) among 38 bedrooms while occupants were sleeping during nights. Meanwhile, the air change rate (ACR) was calculated. The experiments were conducted in the heating season (September to December 2020) in the capital region of Denmark. The median values were 981.8 ppm (mean CO2 level during sleep), 0.6 h-1 (ACR), 3.4 µg·m−3 (NO2), 166.2 µg·m−3 (VOCs), 11.0 µg·m-3 (PM10) and 2.8 µg·m-3 (PM2.5). CO2 levels were positively correlated with VOCs levels, whereas negatively correlated with NO2 levels in bedrooms. ACR was also negatively correlated with VOCs. CO2 levels were significantly higher whereas NO2 levels were lower with both window and door closed compared to them with either window or door open. With higher ventilation rates, while occupants would be less exposed to indoor pollution of VOCs, they would be increasingly exposed to NO2. Future studies of bedroom ventilation and sleep quality should consider outdoor air quality.
Publisher: CLIMA 2022 conference KerkoCite.ItemAlsoKnownAs: 10.34641/CLIMA.2022.128 2129771:L2WIZ7XM 4682641:WH92LGZX
Keywords: BE:RELEVANT

Promoting Effective Education in Electromagnetics: Taiwan's School of Accessible and Visualized Electromagnetics Formed [Education Corner] - Liao, W. J.; Wu, R. B.; Wu, T. L.; Ma, T. G.; Pang, Y. H.; Tsai, Z. M.; Yu, H. H.; Tu, K. M.; Lin, H. C.; Peng, S. T. (IEEE Antennas and Propagation Magazine, 2016)
The School of Accessible and Visualized Electromagnetics (SAVE), a teaching and learning resource management consortium in Taiwan, has been formed to coordinate teachers from the field of electromagnetics (EM) to develop and share innovative teaching materials. Based on the cloud concept and following the simplicity, accessibility, visualization, and edutainment (S.A.V.E.) principles, various types of teaching resources, such as slides, problem sets, video clips, and interactive online laboratories, are available on the SAVE website for online learning. Teachers are able to customize a distinctive learning path to address the needs of a specific student group. To provide students with a means of evaluating their competence in EM, a large-scale online proficiency test was conducted concurrently at multiple sites. Analyses of test results and website uses are provided to assess the SAVE program performance and to draw future work topics.
KerkoCite.ItemAlsoKnownAs: 10.1109/map.2015.2501228 10/gf62h7 2129771:5NNDKTN6
Keywords: Computer science; Electromagnetics; Engineering education; Market research; Radio frequency; Resource management; SAVE Website; Web sites; __C:filed:1; computational electromagnetics; computer aided instruction; innovative teaching materials; large-scale online proficiency test; learning resource management consortium; online learning; school of accessible and visualized electromagnetics

Are students still learning during COVID-19? Formative assessment can provide the answer - Liberman, Julia; Levin, Victoria; Luna-Bazaldua, Diego (World Bank Blogs, 2020)
As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:JI3YPBCQ 2405685:JDX9HQKE

Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers - Lichand, Guilherme; Wolf, Sharon (SSRN Electronic Journal, 2020)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3660611 2129771:TQNGPGBX 2129771:XW8EJNWQ

The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature - Liebowitz, David D.; Porter, Lorna (Review of Educational Research, 2019)
Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:L3GPGHVH 2129771:Q6Z2JW7C

Digital learning for developing Asian countries - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Bhowmik, Miron Kumar (Routledge International Handbook of Schools and Schooling in Asia, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:PCVW7PY7 2339240:9HMQ57TL 2405685:ZXUFKWM5
Keywords: __C:filed:1; __C:scheme:1

Teacher Professional Development at Scale in the Global South - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Zou, Ellen Wenting; Modesto III, Justin Edward (Anticipating and Preparing for Emerging Skills and Jobs, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9C3RAH9A

Learning Environments and Pupils’ Participation in Primary Education in Nairobi Urban Slums: Implications for Sustainable Development - Limboro, Charity Mukiri (MSINGI JOURNAL of the Department of Educational Foundations, 2019)
KerkoCite.ItemAlsoKnownAs: 10.33886/mj.v1i2.108 2129771:7BCUXQZF 4682641:5ZH2Y5RE
Keywords: BE:LMIC; BE:RELEVANT

Effect van een Robot op het aanleren van Productieve Woordenschat in een Tweede Taal bij Kleuters - Limpens, Lisa GA (2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:CQWE4Y8R 2129771:FPI9Y4R8 2129771:GFULDR68 2129771:R8DFIFJQ
Keywords: _C:Chile CHL; _C:Netherlands NLD; _C:United States USA; __C:filed:1; __C:scheme:1

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping - Lin, C.-P.; Wong, L.-H.; Shao, Y.-J. (Journal of Computer Assisted Learning, 2012)
00005 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00421.x 10/cxp3pm 2129771:GG442MGK 257089:J56MTHKS

Establishing an Empirical Link between Computer-Mediated Communication (CMC) and SLA: A Meta-Analysis of the Research - Lin, Huifen (Language Learning & Technology, 2014)
Drawing on interactionist and socio-cultural theories, tools provided in computer-mediated communication (CMC) environments have long been considered able to create an environment that shares many communicative features with face-to-face communication. Over the past two decades, researchers have employed a variety of strategies to examine the asserted advantages and possible limitations of learning a second language in such a computer mediated environment. Despite its seeming appeal to language educators, the literature on the effectiveness of CMC in SLA is unable to conclusively support its benefits. This meta-analysis aims to systematically synthesize findings from (quasi-) experimental studies conducted between 2000-2012 to examine whether there was a link between the use of CMC and second language acquisition (SLA). Results from 59 primary studies show a positive and medium effect from CMC interventions. Additionally, communication taking place either asynchronously or synchronously does not seem to have a differential effect on SLA. Furthermore, learners' proficiency level, interlocutor type, research context and task type were found to be variables that would significantly moderate the effectiveness of interaction in such an environment. The above results, however, were interpreted as tentative due to the small n-size of some categories of variables under comparison.
Publisher: University of Hawaii National Foreign Language Resource Center ERIC Number: EJ1046538 KerkoCite.ItemAlsoKnownAs: 2129771:RUKYAGZJ 2486141:YQDBYHHY
Keywords: Asynchronous Communication; Computer Mediated Communication; Correlation; Educational Benefits; Effect Size; Language Acquisition; Literature Reviews; Meta Analysis; Program Effectiveness; Quasiexperimental Design; Second Language Learning; Synchronous Communication; ⛔ No DOI found

Developing Theory Through Integrating Human and Machine Pattern Recognition - Lindberg, Aron (Journal of the Association for Information Systems, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00593 2129771:4MKXL4PM 2129771:IZGWCUWA 2405685:HHW46K4J 2486141:4VVTVLXD
Keywords: _Added-ailr-2024

2008 Glewwe and Maiga - Linden (2011)

Complement or substitute?: The effect of technology on student achievement in India - Linden, Leigh L. (Working Paper, 2008)
Keywords: ⛔ No DOI found

Coherence and the positioning of teachers in professional development programs. A systematic review - Lindvall, Jannika; Ryve, Andreas (Educational Research Review, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2405685:UXEQSP6H 2534378:R7UFM8RT
Keywords: Important; Read

The Handbook of Social Psychology - Lindzey, G.; Gilbert, D.; Fiske, S.T. (Oxford University Press, 1998)
KerkoCite.ItemAlsoKnownAs: 2129771:87KPJ7WR 2486141:ZCTRIPS8

Implementation research: state of the art and future directions - Linton, Jonathan D. (Technovation, 2002)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0166-4972(01)00075-X 2129771:4EY8E8B8 4869029:LKXWFZYV

Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis - Liu, Hongyun; Liu, Qimeng; Du, Xiaofeng; Liu, Jian; Hoi, Cathy Ka Weng; Schumacker, Randall E. (Current Psychology, 2021)
This study examined whether the teacher-student relationship (TSR) served as a protective factor for students from families of lower socioeconomic status (SES). It was based on data from a standard mathematics assessment and survey using student and teacher questionnaires that were developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2016, which included 8707 fourth-grade Chinese students nested within 164 classes. We used multilevel structural equation models (MSEM) to investigate the mediating role of self-efficacy in mathematics in the relationship between SES and mathematics achievement and the moderating role of TSR in the direct and indirect relationship between SES and mathematics achievement at both the student-level and the class-level. The results suggested that the effect of SES on mathematics achievement was mediated by academic self-efficacy in mathematics both at the student-level and the class-level. The results also demonstrated a significant interaction between TSR and SES for self-efficacy both at the student-level and the class-level. Additionally, statistics indicated that TSR moderated the indirect relationship between SES and achievement via academic self-efficacy in mathematics.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12144-021-01598-7 2129771:48UPHNQV 2486141:YJJW3GXZ

Overall effects of temperature steps in hot summer on students' subjective perception, physiological response and learning performance - Liu, Jiajing; Kang, Jian; Li, Zeyu; Luo, Hanbin (Energy and Buildings, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111124 2129771:SUQEEL9Z 4682641:7BF3Z8EW
Keywords: BE:RELEVANT

Effects of cues and real objects on learning in a mobile device supported environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (British Journal of Educational Technology, 2013)
00002 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2012.01331.x 10/f4th36 2129771:P6D53738 257089:88Z55TXG

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (Computers & Education, 2014)
00001 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.10.019 10/f5rxgq 2129771:CBG72EKD 257089:MPM53ICJ

Split-attention and redundancy effects on mobile learning in physical environments - Liu, Tzu-Chien; Lin, Yi-Chun; Tsai, Meng-Jung; Paas, Fred (Computers & Education, 2012)
00015 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.08.007 10/dwzfrp 2129771:5VX6SF5Q 257089:K2UKQKEV

Multi-Stage Prompting for Knowledgeable Dialogue Generation - Liu, Zihan; Patwary, Mostofa; Prenger, Ryan; Prabhumoye, Shrimai; Ping, Wei; Shoeybi, Mohammad; Catanzaro, Bryan (Findings of the Association for Computational Linguistics: ACL 2022, 2022)
Existing knowledge-grounded dialogue systems typically use finetuned versions of a pretrained language model (LM) and large-scale knowledge bases. These models typically fail to generalize on topics outside of the knowledge base, and require maintaining separate potentially large checkpoints each time finetuning is needed. In this paper, we aim to address these limitations by leveraging the inherent knowledge stored in the pretrained LM as well as its powerful generation ability. We propose a multi-stage prompting approach to generate knowledgeable responses from a single pretrained LM. We first prompt the LM to generate knowledge based on the dialogue context. Then, we further prompt it to generate responses based on the dialogue context and the previously generated knowledge. Results show that our knowledge generator outperforms the state-of-the-art retrieval-based model by 5.8% when combining knowledge relevance and correctness. In addition, our multi-stage prompting outperforms the finetuning-based dialogue model in terms of response knowledgeability and engagement by up to 10% and 5%, respectively. Furthermore, we scale our model up to 530 billion parameters and demonstrate that larger LMs improve the generation correctness score by up to 10%, and response relevance, knowledgeability and engagement by up to 10%. Our code is available at: https://github.com/NVIDIA/Megatron-LM.

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, T.; Williams, S.; Adams, A. (eLearning Papers, 2013)
KerkoCite.ItemAlsoKnownAs: 4804264:SIH8JB3D
Keywords: Final_citation; cited; existing; ⛔ No DOI found

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, Tharindu; Williams, Shirley; Adams, Andrew (eLearning Papers, 2013)
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
KerkoCite.ItemAlsoKnownAs: 2129771:EGN52YWE 2129771:I236WQ36 2129771:P768IDQH 2339240:KUBQWJSR 2339240:U3ZRM9IM 2405685:4RBFSPKP 2405685:WBWECXQ5 2486141:9GZATIPJ 261495:JMKKF9GF
Keywords: C:Low- and middle-income countries; MOOCs; NOTdocs.opendeved.net; _C:Afghanistan AFG; _C:Australia AUS; _C:Burundi BDI; _C:China CHN; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Italy ITA; _C:Jordan JOR; _C:Mexico MEX; _C:Nepal NPL; _C:Norway NOR; _C:Rwanda RWA; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Using GIS and Machine Learning to Classify Residential Status of Urban Buildings in Low and Middle Income Settings - Lloyd, Christopher T.; Sturrock, Hugh J. W.; Leasure, Douglas R.; Jochem, Warren C.; Lázár, Attila N.; Tatem, Andrew J. (Remote Sensing, 2020)
Utilising satellite images for planning and development is becoming a common practice as computational power and machine learning capabilities expand. In this paper, we explore the use of satellite image derived building footprint data to classify the residential status of urban buildings in low and middle income countries. A recently developed ensemble machine learning building classification model is applied for the first time to the Democratic Republic of the Congo, and to Nigeria. The model is informed by building footprint and label data of greater completeness and attribute consistency than have previously been available for these countries. A GIS workflow is described that semiautomates the preparation of data for input to the model. The workflow is designed to be particularly useful to those who apply the model to additional countries and use input data from diverse sources. Results show that the ensemble model correctly classifies between 85% and 93% of structures as residential and nonresidential across both countries. The classification outputs are likely to be valuable in the modelling of human population distributions, as well as in a range of related applications such as urban planning, resource allocation, and service delivery.
Number: 23 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: building classification; building footprint; machine learning; residential; superlearner

Systematic Reviews on Flipped Learning in Various Education Contexts - Lo, Chung Kwan (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter shares the author's experiences of and reflections on conducting systematic reviews of flipped classroom research. The author first discusses the rationale for conducting systematic reviews and how the reviews contribute to the flipped learning field. After that, he lighlights some possible strategies, regarding literature search, article selection, and research synthesis, to improve the quality of systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_8 2129771:BZZ9R2S2

Implementation science and its application to population health - Lobb, Rebecca; Colditz, Graham A. (Annual review of public health, 2013)
Publisher: NIH Public Access KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-publhealth-031912-114444 2129771:Y24JRZ4D

The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning - Lochlainn, Conchúr Mac; Mhichíl, Mairéad Nic Giolla; Beirne, Elaine; Brown, Mark (Distance Education, 2020)
This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757408
Keywords: massive open online course; online language learning; qualitative case study; social justice

How textbooks affect achievement in developing countries: Evidence from Thailand - Lockheed, M.E.; Vail, S.C.; Fuller, B. (Educational Evaluation and Policy Analysis, 1986)

Open Initiatives for Decolonising the Curriculum - Lockley, Pat (Decolonising the University, 2018)
KerkoCite.ItemAlsoKnownAs: 2486141:KDF7G6ME 4804264:ZKLFRCE3
Keywords: Final_citation; cited; existing

Open Initiatives for Decolonising the Curriculum - Lockley, Pat (Decolonising the University, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:5UTXVSBW

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Brok, Perry Den (Journal of Technology and Teacher Education, 2018)
KerkoCite.ItemAlsoKnownAs: 4804264:Z73VM26Z
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Den Brok, Perry (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.
Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2534378:5IAKXKPQ 2534378:INDI72PC 2534378:W5INGKSD 2534378:ZPX4ANVW
Keywords: Active Learning; Behavior Change; Cambodia; Cultural Context; ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Faculty Development; Foreign Countries; Instructional Effectiveness; Knowledge Base for Teaching; Learning; Mixed Methods Research; Questionnaires; Student Centered Learning; Studies; Teacher Attitudes; Teacher Behavior; Teacher education; Teachers; Teaching; Teaching Methods; Training; Video; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2095890; __finaldtb; ⛔ No DOI found

Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education - Lolwana, Peliwe (2017)
The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
KerkoCite.ItemAlsoKnownAs: 2129771:3RGQD5ZH 2317526:Q9Z74URP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

Introduction Keynotes - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education - Lolwana, Peliwe; Oketch, Moses O. (Vocational Education and Training in Sub-Saharan Africa, 2017)
The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
KerkoCite.ItemAlsoKnownAs: 2129771:6ZRJNF95 2317526:VCT6X7C5 UA-87A24DE6-E939-465C-ADCF-2E8C0DF0D801
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; AA:SSA; CLL:en; Comparative Analysis; publicImportV1

Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts - Lomas, James; Claxton, Karl; Martin, Stephen; Soares, Marta (Value in Health, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jval.2017.10.006 2129771:LFXI7X75 4869029:KIW6V7RD

Accelerated learning programmes: what can we learn from them about curriculum reform? - Longden, Ken (UNESCO, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:AGK7774Z 2129771:QP88PPQ2 2405685:N3L7U5B2 2486141:UUP64T8R

Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness - Looi, C.; Chen, W.; Ng, F. (Computers and Education, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2009.07.003 10/fqwtfv 2129771:L65CWGFM 261495:FZHP7NJM

Google Scholar as a data source for research assessment - López-Cózar, Emilio Delgado; Orduña-Malea, Enrique; Martín-Martín, Alberto (Springer handbook of science and technology indicators, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:UBUJNM9J

Study Behavior in Computing Education—A Systematic Literature Review - Lorås, Madeleine; Sindre, Guttorm; Trætteberg, Hallvard; Aalberg, Trond (ACM Transactions on Computing Education, 2021)
As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.
Keywords: Computing education; educational context; study behavior; study habits; study process; study strategies; study tactics

The right to education and ict during covid-19: An international perspective - Lorente, Luis Miguel Lázaro; Arrabal, Ana Ancheta; Pulido-Montes, Cristina (Sustainability, 2020)
Publisher: Multidisciplinary Digital Publishing Institute

The State of Ceará in Brazil is a Role Model for Reducing Learning Poverty - Loureiro, Andre; Cruz, Louisee; Lautharte, Ildo; Evans, David K. (World Bank, 2020)

Holistic Learning Versus Instrumentalism in Teacher Education: Lessons from Values Pedagogy and Related Research - Lovat, Terence (Education Sciences, 2020)
This article constitutes a literature review, focusing on the idea of holistic learning, as found in key sources, and its essential contrasting with instrumentalist approaches to learning. It will move to explore updated research on holistic learning factors, with special attention to insights gleaned from values pedagogy and the research that underpins it. The article will juxtapose those insights with the instrumentalism that, it will allege, too often dictates teacher education directions. The article will conclude with an argument that teacher education has become, in modern times, a service industry, too often serving the agendas of governments and teacher unions, rather than preparing teachers to follow the guidelines provided by the latest research into student wellbeing and societal betterment. The article will focus especially on a number of Australian examples to mount the argument that nonetheless applies more generally across Western domains.
Number: 11 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10110341 2129771:KPBHQ2YF 2486141:2MRH4T2C
Keywords: Australian education; holistic learning; instrumentalism; teacher education; values pedagogy

The Impact of Vocational Schooling on Human Capital Development in Developing Countries: Evidence from China. - Loyalka, P.; Huang, X.; Zhang, L.; Wei, J.; Yi, H.; Song, Y.; Shi, Y.; Chu, J. (World Bank Economic Review, 2016)
Keywords: ⛔ No DOI found

Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program - Loyalka, Prashant; Popova, Anna; Li, Guirong; Shi, Zhaolei (American Economic Journal: Applied Economics, 2019)
shortDOI: 10/ggx3rb KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170226 10/ggx3rb 2129771:IHGY6ERV 2129771:SPWRX548 2405685:JMUTWKKB
Keywords: C:China; _genre:PR-primary_research

Geo-spatial analyses in education research: the critical challenge and methodological possibilities - Lubienski, Christopher; Lee, Jin (Geographical Research, 2017)
The usefulness of spatial perspectives in education research is well known, particularly in fields such as school choice that are operationalised in multiple institutional, demographic, and local geographies. But the modes of spatial inquiry, even as they can potentially lend themselves to integrated research strategies, tend to be fragmented and isolated, failing to take into account multiple dimensions of contextual factors. Our purpose is to provide critical deliberations on geo-spatial methods in school choice research and suggest an integrative approach to enhance research on school choice from a geographic perspective. This paper first demonstrates the linkage of spatial approaches to school choice, and then surveys geo-spatial research as typically leveraged on this issue. We argue that there are inherent limitations to the typical conceptions of space in geo-spatial analyses and discuss two of the major challenges to these conceptions as provided by critical theorists and geographers. But we also point out that these challenges suggest alternatives that themselves have serious shortcomings. The concluding discussion sets out some of the possibilities of a more integrated approach to spatial inquiry in education research, and school choice more specifically.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1745-5871.12188 KerkoCite.ItemAlsoKnownAs: 2129771:555XYA4A 2129771:M3F439Y7
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:Georgia GEO; _C:Ireland IRL; _C:Japan JPN; _C:New Zealand NZL; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; access; education policy; equity; school choice; spatial inquiry

Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda - Lucas, A.M.; McEwan, P.J.; Ngware, M.; Oketch, M. (Journal of Policy Analysis and Management, 2014)

Facilitating Students’ Digital Competence: Did They Do It? - Lucas, Margarida (European Conference on Technology Enhanced Learning, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:7CP6VZFL
Keywords: __C:filed:1; ⛔ No DOI found

Using artificial intelligence to visualize the impacts of climate change - Luccioni, Alexandra; Schmidt, Victor; Vardanyan, Vahe; Bengio, Yoshua (IEEE Computer Graphics and Applications, 2021)
Publisher: IEEE

An Examination of the Evidence-Based Literacy Research in Deaf Education - Luckner, John L.; Sebald, Ann M.; Cooney, John; Young, John; Muir, Sheryl Goodwin (American Annals of the Deaf, 2005)
KerkoCite.ItemAlsoKnownAs: 10.1353/aad.2006.0008 2129771:5UIA62EP 503888:ZL997RBJ
Keywords: _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Mechanism Experiments and Policy Evaluations - Ludwig, Jens; Kling, Jeffrey R.; Mullainathan, Sendhil (Journal of Economic Perspectives, 2011)
Randomized controlled trials are increasingly used to evaluate policies. How can we make these experiments as useful as possible for policy purposes? We argue greater use should be made of experiments that identify the behavioral mechanisms that are central to clearly specified policy questions, what we call "mechanism experiments." These types of experiments can be of great policy value even if the intervention that is tested (or its setting) does not correspond exactly to any realistic policy option.
KerkoCite.ItemAlsoKnownAs: 10.1257/jep.25.3.17 2129771:E3FWTP48 2486141:9B3X2ITQ
Keywords: Design of Experiments: General; Microeconomic Policy: Formulation; Evaluation; Policy Objectives; Implementation; Policy Coordination; Policy Designs and Consistency

Twelve tips for using synchronous virtual classroom technologies in medical education - Luke, Karl (MedEdPublish, 2021)
The COVID-19 pandemic has resulted in unprecedented transformations in medical education, with a shift from face-to-face learning activities to digital education. Virtual classroom technologies have played a pivotal role in supporting synchronous teaching activities; however, it can be extremely challenging for many educators to use virtual classrooms tools eﬀectively. This article presents twelve tips based on best practices in educational design, learning theories, current research in online learning, and the authors’ personal experiences of designing online activities within medical education. The twelve tips aim to help medical educators use virtual classroom solutions more eﬀectively to promote learner engagement and learning.

A journey to BSO: evaluating earlier and more recent ideas of Mario Bunge as a foundation for information and software development - Lukyanenko, R. (Exploring Modeling Methods for Systems Analysis and Development, 2020)
Place: Grenoble, France KerkoCite.ItemAlsoKnownAs: 2129771:YVR2RG9H 2486141:5K2TZXSR
Keywords: ⛔ No DOI found

Research perspectives: design theory indeterminacy: what Is it, how can it be reduced, and why did the polar bear drown? - Lukyanenko, R.; Parsons, J. (Journal of the Association for Information Systems, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00639 2129771:KTZMWRQF 2486141:UYBWU6MZ
Keywords: _z:no_pdf

Expecting the unexpected: effects of data collection design choices on the quality of crowdsourced user-generated content - Lukyanenko, R.; Parsons, J.; Wiersma, Y.F. (MIS Quarterly, 2019)
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2019/14439 2129771:WGJ95DUP 2486141:HRH3FY9M
Keywords: _z:no_pdf

The Role of E-Learning in the Professional Development of Student Teachers in Cameroon: A Discourse in Curriculum - Lumadi, Mutendwahothe Walter; Len, Kibinkiri Eric (Mediterranean Journal of Social Sciences, 2013)
This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges. DOI: 10.5901/mjss.2013.v4n13p791
Number: 13 EdTechHub.ItemAlsoKnownAs: 2129771:JMBIHRZG
Keywords: ⛔ No DOI found

Tablet computers in Philippine public schools: school-level factors that influence technology management and use - Lumagbas, Jedaiah Joel; Smith, Wally; Care, Esther; Scoular, Claire (Technology, Pedagogy and Education, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1572535 10/gf62gv 2129771:5QKJKZGD 2129771:HJ8GJPQA
Keywords: __C:filed:1

Revolutionizing Text Data Analysis with AI Autocoding with NVivo - Lumivero (Lumivero, 2023)
As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.
KerkoCite.ItemAlsoKnownAs: 2129771:EEGIN4JK 2405685:UNJD6IY6 2486141:PA4EZZ36

Continuous Teacher Learning Circles in Learner-Centered Pedagogy: A Case Study in the Democratic Republic of the Congo - Lund, Jennifer Anne (2020)
This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus & Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings.
KerkoCite.ItemAlsoKnownAs: 2129771:HKKSKFMH
Keywords: _C:Algeria DZA; _C:Angola AGO; _C:Azerbaijan AZE; _C:Belgium BEL; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Greece GRC; _C:Guinea GIN; _C:Italy ITA; _C:Japan JPN; _C:Malawi MWI; _C:Mali MLI; _C:Mexico MEX; _C:Namibia NAM; _C:Pakistan PAK; _C:Rwanda RWA; _C:Serbia SRB; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Teachers’ Responses and Expectations in the COVID-19 School Shutdown Period in the UK - Lundie, Dr David
KerkoCite.ItemAlsoKnownAs: 2129771:NUG5Z4PD
Keywords: __C:filed:1; ⛔ No DOI found

Why study national systems and national styles of innovation? - Lundvall, Bengt-å (Technology analysis & strategic management, 1998)
Publisher: Taylor & Francis

Innovation, growth, and social cohesion: the Danish model - Lundvall, Bengt-Åke (Edward Elgar Publishing, 2002)

Innovation system research: Where it came from and where it might go - Lundvall, Bengt-Åke (Georgia Institute of Technology, 2008)
Keywords: ⛔ No DOI found

National innovation systems—analytical concept and development tool - Lundvall, Bengt-Åke (Industry and innovation, 2007)
Publisher: Taylor & Francis

National systems of innovation: towards a theory of innovation and interactive learning - Lundvall, Bengt-Ake (1992)
Publisher: London Pinter
Keywords: ⛔ No DOI found

Product innovation and user-producer interaction - Lundvall, Bengt-Ake (The Learning Economy and the Economics of Hope, 1985)
Publisher: Anthem Press London
Keywords: ⛔ No DOI found

Innovation as an interactive process: from user-producer interaction to the national system of innovation - Lundvall, Bengt-Ake; Dosi, G.; Freeman, C. (1988, 1988)
Keywords: ⛔ No DOI found

National systems of production, innovation and competence building - Lundvall, Bengt-Åke; Johnson, Björn; Andersen, Esben Sloth; Dalum, Bent (Research policy, 2002)
Publisher: Elsevier

The critical role of continuous professional development for teachers in Africa - Luneta, Kakoma (African Journal of Teacher Education and Development, 2022)

Managing Overlap of Primary Studies Results Across Systematic Reviews: Practical Considerations for Authors of Overviews of Reviews - Lunny, Carole; Pieper, Dawid; Thabet, Pierre; Kanji, Salmaan (In Review, 2021)
Background: In overviews, inclusion of the same primary study in multiple systematic review gives undue weight to this study. Using a study result multiple times in the same analysis overstates its sample size and number of events, falsely leading to greater precision in the analysis. This paper aims to: (a) describe types of overlapping data that arise from the same primary studies reported across multiple reviews, (b) describe methods to identify and explain overlap of primary study data, and (c) present six case studies illustrating different approaches to manage overlap. Methods: We rst updated the search in PubMed for methods from the MOoR framework relating to overlap of primary studies. One author screened the studies titles and abstracts, and any full-text articles retrieved, extracted methods data relating to overlap of primary studies and mapped it to the overlap methods from the MOoR framework. We also describe six case studies as examples of overviews that use speci c methods across the steps in the conduct of an overview. For each case study, we discuss potential implications in terms of methodological limitations, e ciency, usability, and resource use. Results: Eight studies were mapped to the methods identi ed by the MOoR framework to address overlap. Several overlap methods mapped across four steps in the conduct of an overview – the eligibility criteria step, the data extraction step, the assessment of risk of bias step, and the synthesis step. Our overview case studies used multiple methods to reduce overlap at different steps in the conduct of an overview. Conclusions: Our study underlines that there is currently no standard methodological approach to deal with overlap in primary studies across reviews. The level of complexity when dealing with overlap can vary depending on the yield, trends and patterns of the included literature and the scope of the overview question. Choosing a method might be dependent on the number of included reviews and their primary studies. Gaps in in evaluation of methods to address overlap were found and further investigation in this area is needed.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-145573/v1 2129771:887T8GBR

Influences of shadow education on the ecology of education – A review of the literature - Luo, Jiahui; Chan, Cecilia Ka Yuk (Educational Research Review, 2022)
Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research.
Keywords: Influence; Private tutoring; Supplementary education; Tutor; shadow Education

The datafied child: The dataveillance of children and implications for their rights - Lupton, Deborah; Williamson, Ben (New Media & Society, 2017)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1461444816686328 2129771:GY344QMN 4426965:XI8XJHUJ

Recommendations Report for Technology and CPD for Secondary School Leaders and Teachers in Sierra Leone - Lurvink, Anne-Fleur (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10458698 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1067 ZenodoArchiveConcept: 10458697
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 7004902 ZenodoArchiveConcept: 7004901 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2129771:N665IBBE 2129771:XEJUQ9H6
Keywords: Author:OpenDevEd; _bjoern_cv; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

What are the enablers and barriers for effective School-Based Teacher Professional Development? - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn (OpenDevEd, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:8BEIULTV 4426965:XVW7ALCZ

No teacher is an Island - Open Development & Education - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie, Anne-Fleur Lurvink (2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive their rice

Where do teachers go, and where do they stay? - Lurvink, Anne-Fleur; Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alasdair; Ramirez, Ana; Beoku-Betts, Iman; Haßler, Björn; Godwin, Katie (2023)

No teacher is an island - Lurvink, Anne-Fleur; Godwin, Katie; Mason-Sesay, Miriam (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10302497 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1059 ZenodoArchiveConcept: 10302496
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher Retention and Mobility in Sierra Leone: What factors contribute to teachers' motivation to stay or leave schools? - Lurvink, Anne-Fleur; Mansaray, Kabiru; Kamara, Josephine; Khanu, AlimamyJames; Cameron, Emma; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7966434 ZenodoArchiveConcept: 7966433 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7966434 10.53832/edtechhub.0168 2405685:CQ8JNCH8
Keywords: _r:AddedByZotZen

Tich Mi Ar Tich Dem Open Development & Education and EducAid Sierra Leone - Lurvink, Anne-Fleur; Mason-Sesay, Miriam (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10302526 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1060 ZenodoArchiveConcept: 10302525
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.

Designing Effective Numeracy Programs in Low- and Middle-Income Countries - Lutfeali, Shirin; Sitabkhan, Yasmin; Ralaingita, Wendy; Piper, Benjamin
KerkoCite.ItemAlsoKnownAs: 2129771:LJESPFDM

Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria - Luwoye, Akindeyi; Bello, Ganiyu; Adeoye, Gabriel Ademakinwa (Journal of Learning for Development, 2021)
This study investigated the effects of demo kit on remediating misconceptions held by senior school students’ in mitosis and meiosis. The quasi-experimental design of the pre-test, post-test, non-equivalent control group was adopted for the study. Multistage sampling technique was used to select 60 male and female biology students from two senior secondary schools in Ilorin metropolis. The instruments used for data collection was Mitosis and Meiosis Achievement Test (MMAT). Frequencies and chi-square were used to answer the research questions and test the null hypothesis respectively. The findings revealed that biology students’ held misconceptions on mitosis and meiosis before and after instructions. However, there was a significant difference in the number of misconceptions held by students taught using demo kit and those taught with the conventional method. It was recommended that biology teachers adopt the use of the demo kit for remediating students pre- and post-instructional misconceptions on mitosis and meiosis.
Number: 3
Keywords: Keywords: remediate; demo kit; meiosis; misconceptions; mitosis; ⛔ No DOI found

Health impact studies of climate change adaptation and mitigation measures – A scoping review - Luyten, Axel; Winkler, Mirko S.; Ammann, Priska; Dietler, Dominik (The Journal of Climate Change and Health, 2023)
Climate change affects both mental and physical health. Besides limiting the extent and consequences of climate change, mitigation and adaptation measures can have additional and potentially unintended health impacts. This scoping review outlines how health effects of climate mitigation and adaptation measures have been studied in the scientific literature. We conducted a systematic literature search in the databases PubMed, Scopus and Web of Science without time restriction. All peer-reviewed articles reporting quantified health impacts linked to specific climate change adaptation and mitigation measures were included. Overall, the 89 included articles considered only a narrow range of health determinants and health outcomes. Adaptation- and mitigation-related articles most frequently investigated the environmental health determinants air temperature and air pollution, respectively. Non-communicable diseases were predominantly studied while other relevant health outcome categories, such as mental health, food- and nutrition-related issues, and communicable diseases were rarely reported. The scarcity of studies focusing on the social health determinants and providing stratified health impacts among vulnerable population groups in assessments points to an inadequate consideration of health equity aspects. Increased efforts to quantify health impacts more comprehensively and to identify underlying vulnerability factors among specific population groups seem needed. This information could provide policymakers with more accurate evidence to address health equity aspects, limit adverse health impacts and promote health co-benefits of climate change adaptation and mitigation measures.
openalex: W4308629203 KerkoCite.ItemAlsoKnownAs: 10.1016/j.joclim.2022.100186 2129771:2CP88CBV 5072953:E5467XAS
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

ICTs and development in developing countries: a systematic review of reviews - Lwoga, Edda Tandi; Sangeda, Raphael Zozimus (The Electronic Journal of Information Systems in Developing Countries, 2019)
This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development.
KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12060 2405685:2HFH9EJX 2534378:8P8Y85JD

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
EdTechHub.Source: 2405685:LP4PGMNA KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891379 2129771:3YH4WC8N 2129771:7J2S7YUK 2129771:J35ZR45N 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2405685:4PAZ4ZQH 2405685:LP4PGMNA 2405685:XIQ5CL9B 2405685:YY4LI6EI
Keywords: C:Pakistan; F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _C:Bangladesh BGD; _C:Ethiopia ETH; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:Pakistan PAK; _C:Rwanda RWA; _C:United Kingdom GBR; _C:United States USA; _DOILIVE; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4348995 10.5281/zenodo.4348995 2129771:N8JYFSAG 2339240:6VEXVUL7 2339240:BAU4D8ER 2339240:PAABA4B7 2339240:Z4FHRC9L 2405685:7IEM9MCP 2405685:ATYBHAIH 2405685:DGRQM9XQ 2405685:KL56SD42 2405685:VZNCHGEG 2405685:XJ42VUQG 2534378:3A5TU66J
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _genre:LR-literature_review; _yl:a; _zenodoETH

How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 2129771:2PXIXEEE 2129771:K4IQ4CKF 2405685:UXWEBRCC
Keywords: _EdTechHub_Output; _cover:v3; _r:AddedByZotZen; _yl:b; _zenodoETH

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 4804264:QXLBRG3Y
Keywords: Final_citation; cited; existing

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
Publisher: Routledge _eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2129771:DBTMM7U4
Keywords: Educational technology; _genre:LR-literature_review; assistive technology; disability; inclusive education; low- and middle-income countries; primary education

EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (Zenodo, 2020)

EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:I2FLVINS 2129771:MTM2CBC8
Keywords: auto_merged

BRIEF Implementation Science and Practice in the Education Sector - Lyon, Aaron R
KerkoCite.ItemAlsoKnownAs: 2129771:BAABT2DP
Keywords: ⛔ No DOI found

BRIEF Implementation Science and Practice in the Education Sector - Lyon, Aaron R (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:BAABT2DP 2129771:QN4UWSL2 2486141:HF3IQP5I 4869029:GM9C33Q5
Keywords: education; ⛔ No DOI found

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship - Lyon, Aaron R.; Cook, Clayton R.; Brown, Eric C.; Locke, Jill; Davis, Chayna; Ehrhart, Mark; Aarons, Gregory A. (Implementation Science, 2018)
A substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior.
Keywords: Education; Implementation citizenship; Implementation climate; Implementation leadership; Reliability; Schools; Structural validity

Computational thinking in higher education: A review of the literature - Lyon, Joseph A.; J. Magana, Alejandra (Computer Applications in Engineering Education, 2020)
Computational thinking is of growing interest to the science, technology, engineering, and mathematics (STEM) education research community. Calls from national agencies look to increase computation in STEM education. This review identifies key areas for future study by reviewing recent empirical studies that investigate computational thinking in teaching and learning contexts within higher education. Using a systematic process, this review identified four different databases for peer-reviewed research articles using keywords. Results were evaluated against inclusion and exclusion criteria. Studies were analyzed for types of methods, target population, the role of computational thinking, pedagogical designs used, and significant findings of the study. This process resulted in a final set of 13 studies. The results indicate that computational thinking research in higher education is growing, yet there are opportunities for more research. The findings of this study highlight the need for more concrete definitions and implementations of computational thinking within higher education spaces.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cae.22295
Keywords: STEM education; computational thinking; higher education

The emerging pattern of disability in Rwanda - M’kumbuzi, Vyvienne RP; Sagahutu, J.-B.; Kagwiza, J.; Urimubenshi, G.; Mostert-Wentzel, Karien (Disability and Rehabilitation, 2014)
Publisher: Taylor & Francis

Social economic impact of COVID-19 outbreak in India - M., Sandeep Kumar; V., Maheshwari; J., Prabhu; M., Prasanna; P., Jayalakshmi; P., Suganya; M.B., Benjula Anbu Malar; Jothikumar, R. (International Journal of Pervasive Computing and Communications, 2020)
Purpose of this study The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the internet of things (IoT) market. To overcome all the above issues, IoT devices and sensors can be used to track and monitor the movement of the people, so that necessary actions can be taken to prevent the spread of coronavirus disease (COVID-19). Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. Design/methodology/approach To respond to the global COVID-19 outbreak, the social-economic implications of COVID-19 on specific dimensions of the global economy are analyzed in this study. The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the IoT market. To overcome these issues IoT devices and sensors can be used to track and monitor the movement of the people so that necessary actions can be taken to prevent the spread of COVID-19. Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. A few reviews, approaches, and guidelines are provided in this article along these lines. Moreover, insights about the effects of the pandemic on various sectors such as agriculture, medical industry, finance, information technology, manufacturing and many others are provided. These insights may support strategic decision making and policy framing activities for the top level management in private and government sectors. Findings With insecurities of a new recession and economic crisis, key moments such as these call for strong and powerful governance in health, business, government, and large society. Instant support measures have to be initiated and adapted for those who can drop through the cracks. Mid- and long-term strategies are required to stabilize and motivate the economy during this recession. Originality/value A comprehensive social-economic development strategy that consists of sector by sector schemes and infrastructure that supports business to ensure the success of those with reliable and sustainable business models is necessary. From the literature analysis and real world observations it is concluded that the IoT, sensors, wearable devices and computational technologies plays major role in preserving the economy of the country by preventing the spread of COVID-19.
KerkoCite.ItemAlsoKnownAs: 10.1108/IJPCC-06-2020-0053 2129771:WKL3YUKK
Keywords: COVID-19; Implication; Industry; IoT and wearable devices; Socio-economic growth

A Framework for Rigorously Identifying Research Gaps in Qualitative Literature Reviews - Mã, Christoph (2015)
Identifying research gaps is a fundamental goal of literature reviewing. While it is widely acknowledged that literature reviews should identify research gaps, there are no methodological guidelines for how to identify research gaps in qualitative literature reviews ensuring rigor and replicability. Our study addresses this gap and proposes a framework that should help scholars in this endeavor without stifling creativity. To develop the framework we thoroughly analyze the state-of-the-art procedure of identifying research gaps in 40 recent literature reviews using a grounded theory approach. Based on the data, we subsequently derive a framework for identifying research gaps in qualitative literature reviews and demonstrate its application with an example. Our results provide a modus operandi for identifying research gaps, thus enabling scholars to conduct literature reviews more rigorously, effectively, and efficiently in the future.
KerkoCite.ItemAlsoKnownAs: 2129771:74QNBEL5 2486141:IPI9B5H2 2486141:ZYJXWP8B
Keywords: ⛔ No DOI found

Data-driven meets theory-driven research in the era of big data: opportunities and challenges for Information Systems research - Maass, W.; Parsons, J.; Purao, S. (Journal of the Association for Information Systems, 2018)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00526 2129771:TYHB48SE 2486141:B4DX8TPE
Keywords: _z:no_pdf

Classroom Environment: a literature review - MacAulay, Dolina J. (Educational Psychology, 1990)
The literature on classroom environment from 1980 onwards is reviewed. Special reference is made to elementary settings and to students with behavioral deficits. Structure and organization, cognitive processes, student characteristics and teacher characteristics are all seen as being capable of modification. It is concluded that the achievement of a match between students' preferences and instructional settings is a necessary condition for maximizing their cognitive, social and affective outcomes.
Publisher: Routledge _eprint: https://doi.org/10.1080/0144341900100305 KerkoCite.ItemAlsoKnownAs: 10.1080/0144341900100305 2129771:6K3SWY58 4682641:9U5EVL7H 4682641:GERE6GE8
Keywords: BE:RELEVANT

Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers - MacEntee, Katie (Sex Education: Sexuality, Society and Learning, 2020)
This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/14681811.2019.1661833 2534378:2R8BXPSR 2534378:EMFZWYAL 2534378:TQ38MU35 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396852077?accountid=9851
Keywords: Acquired Immunodeficiency Syndrome (AIDS); Children And Youth - About; Disadvantaged Schools; ERIC; Current Index to Journals in Education (CIJE); Educational Resources; Foreign Countries; HIV; Health Education; Higher Education; Media Selection; Photography; Postsecondary Education; Preservice Teachers; Rural Schools; Secondary Education; Secondary School Students; Sex Education; South Africa; Story Telling; Student Attitudes; Teacher Attitudes; Teaching Methods; Visual Aids; __:import:01; __:match:final; __:matched; __:study_id:2096729; __finaldtb; participatory visual methodology; rural education; sexual health education

Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators - Machaba, France Masilo (EURASIA Journal of Mathematics, Science and Technology Education, 2017)
The purpose of this article is to examine teachers’ and facilitators’ (subject advisors) views of the approaches to teaching mathematics and mathematical literacy (ML). Using Bernstein’s (1996) constructs of recognition and realisation rules, I analysed data from interviews conducted with mathematics and ML teachers and facilitators. The analysis shows that some teaching strategies are associated with mathematics and others with ML. That is, teachers and facilitators refer to teaching strategies that are domain specific (mathematics and ML). I therefore ask what it means for teaching strategies to be domain specific, particularly in the context of mathematics and ML.
KerkoCite.ItemAlsoKnownAs: 10.12973/ejmste/78243 2486141:M29F3K2N

Comparative Analysis Summary Report of Digital Literacy Skills Frameworks. - Macharia, Grace; Martin, Anna; Omboto, Charles; Waziri, Nafisa; Walker, Hannah; Haßler, Björn (Open Development and Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:E8B7P8CC 5242966:6EYECHIE

Inception Report - Digital Literacy (Smart Africa) - Macharia,, Grace; Haßler, Björn; Martin,, Anna; Omboto,, Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392536 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1015 ZenodoArchiveConcept: 8392535
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Digital Literacy Assessment Tool Report - Macharia, Grace; Walker, Hannah; Waziri, Nafisa; Martin, Anna; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10399439 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1062 ZenodoArchiveConcept: 10399438
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Reengineering mass career acquisition through technical vocational education training counseling in Kenya - Macharia, Muriu Stephen; Department of Human Resource Development. School of Business, Kenya, Karatina University (International Journal of Research In Business and Social Science, 2019)
Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve The Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at secondary school level. According to KCSE results released every year, majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirements for entrance for proficiency level for TVET courses. However, majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at secondary school level. Counselors has expectations and premise that majority of the candidates join trainings at university levels thus package their counseling information on the few ignoring other students. The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories and models that guide career choices formed foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that majority of the candidates (86.92%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts.
KerkoCite.ItemAlsoKnownAs: 10.20525/ijrbs.v8i6.533 2129771:HGVKE5LT 2129771:NQWBZS82

South Sudan shutters all schools as it prepares for an extreme heat wave - Machol, Deng (AP News, 2024)
South Sudan’s government is closing down all schools starting Monday as the country prepares for a wave of extreme heat expected to last two weeks.
Section: World News KerkoCite.ItemAlsoKnownAs: 2129771:F98WG4DI 5072953:MVVSI96A
Keywords: _z:class:countries

Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators' Perceptions - Machumu, HJ; Zhu, C; Sesabo, JK (International Journal of Multicultural and Multireligious Understanding, 2016)
In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research.
KerkoCite.ItemAlsoKnownAs: 10.18415/ijmmu.v3i2.46 10/gf623b 2129771:FVP787HA 2317526:7SSXUQBF UTI-5C942F65-1513-3AC4-8993-CBC0906C370B
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:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; HDR25; P:technology; Q:e-learning; Q:mobile learning; Q:open education; T:Ausbildung; T:TVET; publicImportV1

Education Workforce Costed Options Paper - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BSJCUVG2
Keywords: _C:Sierra Leone SLE; __C:filed:1; __C:scheme:1

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius
KerkoCite.ItemAlsoKnownAs: 2129771:KJBKRJHJ 4556019:MCH59CS3
Keywords: _yl:e; ⛔ No DOI found

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2U4XHCEW 2129771:4JVXKYSH 2129771:8GWCPEXT 2129771:C4BFMJUQ 2339240:28FQ3DS8 2405685:QEWLRFDX 2601447:YEE5ED32
Keywords: _C:Australia AUS; _C:Chile CHL; _C:China CHN; _C:Eritrea ERI; _C:France FRA; _C:Gambia GMB; _C:Iceland ISL; _C:India IND; _C:Italy ITA; _C:Kenya KEN; _C:Lebanon LBN; _C:Lesotho LSO; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Nigeria NGA; _C:Pakistan PAK; _C:Senegal SEN; _C:Sierra Leone SLE; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:IV26KZP6 2601447:YEE5ED32 4556019:CKJFZ4XX
Keywords: _yl:d

Education Workforce Recruitment and Matching in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:CW55SAM3 2129771:SLC5ADTU 2339240:8YVNU64V 2405685:KZBP674C
Keywords: _C:Bangladesh BGD; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Malawi MWI; _C:Mexico MEX; _C:Sierra Leone SLE; _C:Tanzania TZA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Recruitment and Matching in Sierra Leone - Mackintosh, Alasdair; Ramírez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2JR2FXVK 4556019:S8AD6237
Keywords: _yl:b; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Workforce Initiative, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:352YTJXA 2129771:B6HL4K8H 2129771:IDUHPLI9 2129771:KY2Y4AEB 2129771:PDLNHLL4 2129771:RZJA4ZWV 2339240:Q42KZNBD 2339240:V7GZZAMR 2405685:2HRVB9KF 2405685:B5LNLGZL 2405685:FS263PV6 2486141:JNVMUL8V 2601447:VTLIFB9A 4042040:ZQNXW7RV
Keywords: _C:India IND; _C:Sierra Leone SLE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XF3I7T7Y 4556019:S386467K
Keywords: _yl:a; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TX9AQNGV 2486141:LT3RDHM5

Education Workforce Supply and Needs in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Workforce Initiative, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:23HCCGWI 2129771:6QUWDNYH 2129771:8MNC2N4I 2129771:NVEG4QQ7 2129771:X4L45EA5 2339240:2KB28MDX 2405685:52ZGRDGR 2405685:8MIWRFD2 2486141:SXAGH5JI 2601447:ZQXDP3AD 4556019:J9ZYVZC6
Keywords: _C:Canada CAN; _C:Chile CHL; _C:Finland FIN; _C:Ghana GHA; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Nigeria NGA; _C:Peru PER; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; _yl:c; ⛔ No DOI found

Education Workforce Supply and Needs in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:W6L9HMLM 2486141:Z5XKF8WG

Making a difference in the real world? A meta-analysis of the quality of use-oriented research using the Research Quality Plus approach - MacLean, Robert; Sen, Kunal (Research Evaluation, 2019)
Keywords: ___working_potential_duplicate

Editorial - Maclean, Rupert; Lai, Ada (The future of technical and vocational education and training: Global challenges and possibilities, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:R5NKQXE6 2317526:MPV6YHX7
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning - Maclean, Rupert; Wilson, David (Springer Science & Business Media, 2009)
The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field. The Handbook provides information on TVET models that occur in different parts of the world; reflects best and innovative practice; and, wherever possible, uses case studies as examples. The 220 authors are representative of the various regions of the world and major international organisations involved in TVET. This volume presents the work of established researchers as well as the work of promising young researchers. Intended as the universally-accepted resource for the field, the Handbook provides a comprehensive coverage of cutting edge developments in research, policy and practice in TVET within a single source. It will assist those involved in TVET at any level in making informed decisions and further advance and improve the field and to bridge the gap between vocational and academic education in the 21st century.
KerkoCite.ItemAlsoKnownAs: 2129771:A8GV4XU8 2317526:PQDLDLV5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:SSA; A:West Africa; C:South Africa; CLL:en; Education / Adult & Continuing Education; Education / Counseling / Career Development; Education / Vocational; _C:Ghana GHA; publicImportV1

Implementation science - Madon, Temina; Hofman, Karen J.; Kupfer, Linda; Glass, Roger I. (American Association for the Advancement of Science, 2007)
Issue: 5857 Pages: 1728–1729 Publication Title: Science Volume: 318 KerkoCite.ItemAlsoKnownAs: 2129771:KNQ6XIPK

Sociocultural factors of malnutrition among under-fives in Adamawa state, Nigeria - MADUSOLUMUO, M.A.; Akogun, Oladele B (Nutrition and Health)
KerkoCite.ItemAlsoKnownAs: 2129771:PLHECRCF 2129771:XZZTL5JW 2486141:Y7M6PAPB
Keywords: ⛔ No DOI found

A framework for an ICT-based development program for science teachers in state universities and colleges in region VI - Magallanes, Amel Lavezores; Lavezores, Amel (Universal Journal of Educational Research, 2014)
Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
Publisher: Horizon Research Publishing, 506 North Garfield Avenue #210, Alhambra, CA 91801 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502673?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2014.020909 2405685:FXQZCGHG 2534378:CCZ6ZKIL
Keywords: Barriers; College Faculty; College Science; Computer Literacy; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Information Technology; Mixed Methods Research; Philippines; Postsecondary Education; Science Teachers; State Colleges; State Universities; Teacher Attitudes; Technology Integration; Training

Technical and implementation issues in reading literacy interactive games - Mahalingam, G.R.; Samah, N.A.; Rahman, K.A.A.; Ali, D.F.; Abdullah, A.H.; Ashari, Z.M.; Jumaat, N.F.; Harikrishnan, H. (International Journal of Engineering and Advanced Technology, 2019)
The technology-based learning process is able to influence pupils on learning and teaching, especially the use of interactive games can transform the way learning of problematic learners in reading skills. Although interactive games are said to be very effective in learning but there are still many technical and implementation shortcomings on remedial education students which identified as slow learners. This paper focuses on technical and implementation issues which restrict the effective integration of Reading Literacy Interactive Games (RLIG) in learning of reading skill among slow learners. The aim of this study is to investigate the critical issues and develop the effective RLIG in order to fulfill the slow learners’ needs. Therefore, a need-analysis was conducted to investigate the issues of technical and implementation of RLIG among slow learners. The findings revealed that there are many technical and implementation issues that restricted slow learners from adapting RLIG in the process of teaching and learning. The findings of this research can assist educators to improve the development of RLIG by incorporating relevant pedagogical approaches and game-based features in the development process. © 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved.
Publisher: Blue Eyes Intelligence Engineering and Sciences Publication KerkoCite.ItemAlsoKnownAs: 10.35940/ijeat.E1161.0585C19 2129771:FX263YSW 2339240:7Z9GPFTR 2486141:2QP6JE66
Keywords: Interactive games; Reading literacy; Slow learners; _AcademicRecoveryOECS; edtech; remedial

Status of usage of Information Communications Technology by academic staff at a selected nursing training institution in South Africa - Maharaj, S.; Mshunquane, N.; Puckree, Threethambal (International Journal of Educational Sciences, 2015)
Publisher: Kamla-Raj Publications KerkoCite.ItemAlsoKnownAs: 10.1080/09751122.2015.11890273 2129771:2XDCS24A 2129771:QJ7BZMNY
Keywords: __C:filed:1

Mobile Lernumgebungen und Handlungsansätze für die internationale Berufsbildungszusammenarbeit - Mahrin, Bernd (bwp@, 2013)
Auf einer Vielzahl von Baustellen in Ländern des mittleren Ostens und Nordafrikas besteht ein erheblicher Bedarf, das bauausführende Personal für die Tätigkeiten, die es aktuell auszuführen hat, anzulernen. Nur so kann erreicht werden, dass die notwendige Arbeit zumindest einigermaßen fachgerecht erfolgt. Denn die nach dem hire and fire Prinzip häufig wechselnden Bauarbeiter verfügen nicht über ausreichende praktische Erfahrung und häufig kaum über erforderliche Basiskompetenzen.
KerkoCite.ItemAlsoKnownAs: 2129771:8287D4TI 2317526:4EZQ48ST
Keywords: ⛔ No DOI found

Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in Nigeria - Maigida, JF; Saba, TM (International Journal of Humanities and Social Science, 2013)
Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a new business or vocation. Because Nigeria is fast becoming a predominantly youthful society with high rate of unemployment requires training the youth in entrepreneurial skills in Technical Vocational Education and Training to tackle the unemployment which has reached alarming proportions. This is because the youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Young people’s situation and future prospects are of vital concern to all. Many youth face high unemployment, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among youth leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this paper examined how entrepreneurial skills in Technical Vocational Education and Training (TVET) can be used as a strategic approach for achieving youth empowerment in Nigeria.
KerkoCite.ItemAlsoKnownAs: 2129771:Y7937GDQ 2317526:7XMIRUEB UTI-07487CB8-9983-3320-9CBB-FF1466B43253
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:assessment; P:measurement; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

Enhancing access to education and training for persons with disabilities in Somalia and Somaliland - Maina, , L. (2016)
Ongoing civil war and extreme poverty has substantially increased the prevalence of disability in Somalia. Estimates suggest that 15-20% of the population have disabilities, with the average family having at least one member with disabilities. However, support for people with disabilities in Somalia remains low. Widespread discrimination leaves people with disabilities excluded from education and employment, and vulnerable to violence and abuse. This impacts on their participation in decision making and advocacy for their rights. In this article, Lucy introduces the work of the Africa Educational Trust (AET) project ‘Enhancing access to education and training for people with disabilities’, funded by the EU between 2012 and 2015.
KerkoCite.ItemAlsoKnownAs: 2129771:8KVHM57A 2317526:HIUWNZDG LOCAL-http://www.eenet.org.uk/resources/eenet_newsletter/eer5/page26.php
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Somalia; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:disability; F:policy; R:impact; T:Training; Z:Access to education; Z:Conflict; Z:Disability; Z:Education policy; Z:Employment skills; Z:Inclusive education; Z:Student financial support; publicImportV1; ⛔ No DOI found

Open educational practices (OEP) in the design of digital competence assessment - Maina, Marcelo Fabián; Santos-Hermosa, Gema; Mancini, Federica; Ortiz, Lourdes Guàrdia (Distance Education, 2020)
This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws attention to the concept of open educational practices as a broad descriptor of four areas of teacher practice regarding design, content, teaching, and assessment. The process unfolds through three phases, where teachers’ engagement with collaborative processes and network-based tools facilitate the construction of active shared learning. It analyzes the joint creation of open practices, and the production of open educational resources. The scalability, flexibility, and adaptability of competence assessment scenarios underline their transferability to similar contexts. The experience may benefit educational institutions and communities of teachers interested in innovating and opening up education.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757407
Keywords: K-12 assessment; collaborative teaching; digital competence; open educational practices; pedagogy of integration

Improving Home Economics Education: A Review of Factors Militating Inclusion of Home Economics Studies in Kenyan Secondary Schools - Maina, Robert; Kitainge, Kisilu (Arts and Social Sciences Journal, 2018)
KerkoCite.ItemAlsoKnownAs: 10.4172/2151-6200.1000338 2129771:3SXRFUH6 2317526:Q7X6UZ7J

Dialogic Readers: Children talking and thinking together about visual texts - Maine, Fiona (Routledge, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:RFBHKA3H

How children talk together to make meaning from texts: a dialogic perspective on reading comprehension strategies - Maine, Fiona (Literacy, 2013)
This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter‐mental and intra‐mental processes of reading, between themselves as readers and between themselves and the text. The findings show that children's use of language, which is open, hypothetical and questioning, enables different interpretations and priorities for discussion. The use of imagination and empathy, to enter the world of the text to understand it, trigger creative responses as the children make meaning together. More than merely promoting the teaching of comprehension skills to children, the paper demonstrates how meaningful and exciting responses can be promoted through children reading together and teachers encouraging creative dialogue.
KerkoCite.ItemAlsoKnownAs: 10.1111/lit.12010 2129771:7IDIHPPF 2486141:Y29WYLTT

Study on the feasibility of provision of distance learning programmes in surgery to Malawi - Mains, Edward A.A.; Blackmur, James P.; Dewhurst, David; Ward, Ross M.; Garden, O. James; Wigmore, Stephen J. (The Surgeon, 2011)
Abstract Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes.This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed.The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee’s requirements. Internet speeds remain slow and access is currently expensive.There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access.Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.surge.2010.11.032 10/dkdgxg 2129771:L6UR8FLG 2317526:DE9ENG9G
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; A:Africa; C:Malawi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:qualification; F:teaching; P:media; Q:degree; Q:distance learning; T:Training; T:distance learning program; T:trainee; Z:Education; Distance [I02.195]; Z:Education; Medical; Graduate [I02.358.399.350]; Z:Malawi [Z01.058.290.175.500]; publicImportV1

Agencies for International Cooperation in Technical and Vocational Education and Training: A Guide to Sources of Information - Maintz, Julia; Krönner, Hans (UNESCO-UNEVOC, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:Q7IE9HR8 2317526:EY329DDR

Participatory Management as an Enabler of Articulation in the Post-School Environment: A case study of a University of Technology and Technical and Vocational Education and Training College - Maistry, Anandh; Durban University of Technology; Lortan, Darren Brendan; Grobbelaar, Heleen (2019)
This paper is based on a study which aimed to explore factors which enable articulation and are challenges to successful articulation from a management perspective between two kinds of higher educational institutions: Universities of Technology and Technical and Vocational Education and Training Colleges. The study assumed that participatory management could contribute to improving the quality of management and the uneven quality of articulation possibilities and cooperation, as identified in the White Paper for Post School Education and Training (Republic of South Africa, DHET, 2013). Individuals from senior management and academic staff of both institutions formed the sample for this qualitative study. Interview schedules were used as data collection instruments and analysis of data was thematic. The findings highlighted the existing management systems within and between the two institutions; enablers of and challenges to articulation; and an understanding of participatory management within and between the two institutions. One of the objectives of this study, which is covered in the final part of this paper, was a framework for participatory management of articulation processes between the two institutions.
KerkoCite.ItemAlsoKnownAs: 2129771:N54QYVJB
Keywords: ⛔ No DOI found

Classroom dialogue and digital technologies: A scoping review - Major, L.; Warwick, P.; Rasmussen, I.; Ludvigsen, S.; Cook, V. (Education and Information Technologies, 2018)
This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9701-y 10/gdm2tx 2129771:FDF826ZS 2129771:J9CF7AAC
Keywords: _C:Australia AUS; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Greece GRC; _C:Israel ISR; _C:Korea XKOR; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _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:filed:1; __C:scheme:1; literature / systematic review

Technology-supported personalised learning: Rapid Evidence Review - Major, Louis; Francis, Gill A. (Zenodo, 2020)
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3948175 2129771:CDP52EH6 2129771:SI326F6A 2129771:WP7GIA44 2405685:A2II5ZV7
Keywords: _genre:LR-literature_review

The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis - Major, Louis; Francis, Gill A.; Tsapali, Maria (British Journal of Educational Technology, 2021)
Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13116 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13116 2129771:GHMZQF83 2486141:5HRZFZ2V 4804264:EJ272RCN
Keywords: Final_citation; cited; computer-assisted learning; existing; learning outcomes; low- and middle-income; meta-analysis; personalisation; personalised adaptive learning

Tablet use in schools: impact, affordances and considerations - Major, Louis; Haßler, Björn; Hennessy, Sara (Handbook on Digital Learning for K-12 Schools, 2017)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:485MSZJF 2129771:8BTH5YPD 2129771:FLMTLZDC 2129771:TYSXQU5W 2129771:W8LWQ8RD 2129771:YJ3TC54F
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Australia AUS; _C:New Zealand NZL; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Using video to support in-service teacher professional development: the state of the field, limitations and possibilities - Major, Louis; Watson, Steven (Technology, Pedagogy and Education, 2018)
00005 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2017.1361469 10/gdm2s8 2129771:49FQ6HGA 2129771:9TRYMUCV 2129771:L8SBAZPU 2129771:ZHFHJZTT 2405685:TKGRWCS3
Keywords: C: International; __C:filed:1

Early in the epidemic: impact of preprints on global discourse about COVID-19 transmissibility - Majumder, Maimuna S.; Mandl, Kenneth D. (The Lancet Global Health, 2020)
Publisher: Elsevier

School Lessons Will Be Broadcast on Radio & TV Ahead of Exams - Makanda, Simbongile (Careers Portal, 2020)
In efforts to prepare learners for June exams, the SABC and the department of Basic Education have launched radio and television programmes to broadcast educational material. Broadcasting is scheduled to start on April 9 2020.
Last Modified: 2020-04-08T15:06+02:00 Library Catalog: www.careersportal.co.za KerkoCite.ItemAlsoKnownAs: 2129771:CUWKS6RZ

Knowledge and identity: An African Vision of Higher Education Transformation - Makgoba, Malegapuru; Seepe, Sipho (Towards an African Identity of Higher Education, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:W97H39RG

Leadership for Development: Re-shaping Higher Education Futures and Sustainability in Africa - Makoe, Mpine; Olcott, Don (Journal of Learning for Development, 2021)
Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre- and post-colonialism, and inspires the African Union Agenda 2063, The Africa we Want.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:PWQ9F2W9
Keywords: Africa; Higher Education; Leadership; Ubuntu; _genre:PR-primary_research; digital technologies; ⛔ No DOI found

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review - Makri, Agoritsa; Vlachopoulos, Dimitrios; Martina, Richard A. (Sustainability, 2021)
This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.
Number: 8 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: digital escape rooms; digital technologies; educational escape rooms; engagement; escape rooms; game-based learning; gamification; motivation; systematic literature review; technology enhanced learning

Enhancing teacher development through 'teacher learning circles' in Malaysian primary schools - Malakolunthu, Suseela (2015)
Literature reiterates that collaborative inquiry and cooperation with colleagues enhance teacher learning. The experiences and encounters of a two-year Teacher Learning Circle (TLC) project in Malaysia, affirms that teachers do achieve higher levels of pedagogical proficiency through peer observation, joint planning, and post lesson evaluation that allow critical review and reinterpretation of their own teaching.Three major characteristic dimensions-detached talk to collegiality,adoption of key principles, and depths of pedagogical talks did indicate the nature of teacher interactions and the complex dynamics of the teacher learning circles.Judiciously implemented TLC would make a difference in teacher learning.
Pages: 1-12 KerkoCite.ItemAlsoKnownAs: 2129771:5F6DTZ45
Keywords: __C:filed:1

Girls' education and COVID-19 in Pakistan - Malala Fund (Malala Fund, 2020)
In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.
KerkoCite.ItemAlsoKnownAs: 2339240:DG6S3PKT 2405685:AYKYWR8J

National Education Sector Investment Plan 2020-2030 - Malawi Ministry of Education (2020)

Effect of Classroom Learning Environment on Students' Academic Achievement in Mathematics at Secondary Level - Malik, Riaz Hussain; Rizvi, Asad Abbas (2018)
The aim of the study was to examine the effect of the perceptions of students about classroom learning environment on their academic achievement at secondary level in the Mathematics classrooms. The participants were selected from the secondary and higher secondary schools located in Tehsil Rawalpindi and Islamabad (Federal Area), Pakistan. Twenty four schools were selected randomly. A total of five hundred sixteen students of 10th grade studying Mathematics in twenty seven classrooms, were included in the sample. Classroom Environment Instrument (Personal Form) was used to measure the students' perceptions after translating it into Urdu for Urdu medium schools. The pilot testing was carried out before the actual application of this instrument. The reliability of the instrument was determined by the use of Cronbach Alpha which was found as 0.85. The marks obtained by students in the subject of Mathematics in annual examination in 10th grade conducted by both BISE Rawalpindi and FBISE Islamabad were taken as achievements in Mathematics. The data was analyzed using multiple regression, Pearson r and ANOVA to find out the effect of perception of students about classroom learning environment on their academic achievement. The results of study revealed that the subscales, `Involvement', `Personal relevance', `Emphasis on understanding', were major predictors contributing towards classroom learning environment and students' academic achievement whereas subscales `Investigation' and `Autonomy' have negative effect on students' academic achievement. The researcher recommends that active involvement of the low achievers may affect their learning more positively.
KerkoCite.ItemAlsoKnownAs: 2129771:7JLQ5CTP 4682641:Z4WLWNSH
Keywords: BE:RELEVANT; ⛔ No DOI found

Inclusiveness in the Vocational Education Policy and Legal Frameworks of Kenya and Tanzania - Malle, Abebe Yehualawork (Journal of Education and Learning, 2016)
This study examines the status of inclusiveness in the education and training policies of Ethiopia in comparison to those of selected East African countries. The focus is on vocational education in terms of the special educational and training needs of students with disabilities. Focus group discussions and interviews conducted in Kenya and Tanzania, relevant policy document analysis and the findings of Article 1 of the study were used as primary sources for the research. A total of 18 representatives of DPOs from Kenya and Tanzania participated in two sessions of focus group discussions, and 15 high-profile figures and experts from concerned government bodies of these study countries were interviewed. Most of the study participants agreed that the issue of disability was not adequately addressed in the education and training policies or the legal and implementation instruments of the study countries. The participants also proposed valuable recommendations.
KerkoCite.ItemAlsoKnownAs: 2129771:ELDA7AXH 2317526:WJTYUD3U
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Ethiopia; C:Kenya; C:Tanzania; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:disability; F:inclusion; F:policy; P:measurement; R:focus groups; R:interview; T:TVET; T:Training; T:training needs; Z:Comparative Education; Z:Disabilities; Z:Educational Legislation; Z:Educational Needs; Z:Educational Policy; Z:Focus Groups; Z:Foreign Countries; Z:Inclusion; Z:Interviews; Z:Special Education; Z:Specialists; Z:Vocational Education; publicImportV1; ⛔ No DOI found

(untitled) - Maluccio (2010)

Does supply matter? Initial schooling conditions and the effectiveness of conditional cash transfers for grade progression in Nicaragua - Maluccio, John A.; Murphy, Alexis; Regalia, Ferdinando (Journal of development, 2010)
Keywords: ⛔ No DOI found

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 4804264:LDBRVV37
Keywords: Final_citation; cited; existing

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007
Keywords: Facebook; Q =M; R = L; ___working_potential_duplicate; cultural issue; implicit pedagogies; social networking sites; technology-enhanced learning

Emerging Technology in Modelling and Graphics - Mandal, Jyotsna Kumar; Bhattacharya, Debika

A study on mobile devices used by individuals for formal learning - Mangu, Hohepa (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:5EJPQTGS
Keywords: _C:Australia AUS; _C:China CHN; _C:Indonesia IDN; _C:Kuwait KWT; _C:New Zealand NZL; _C:Nigeria NGA; _C:Tanzania TZA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The Role of Place, Geography, and Geographic Information Systems in Educational Research - Mann, Bryan; Saultz, Andrew (AERA Open, 2019)
Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research.
Publisher: SAGE Publications Inc
Keywords: Lebanon_event_2021; _C:United States USA; __C:filed:1; __C:scheme:1; geographic information systems; geography

A comparative study between Telegram and Whatsapp in respect of library services - Manna, Rubi Acherjya; Ghosh, Shyamal (International Journal of Library & Information Science (IJLIS), 2018)
Keywords: ⛔ No DOI found

A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work - Mannah, Emmanuel; Ngadi Gibril, Yvonne (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:VZ2VN2UA 2405685:RFM2MVCL
Keywords: _C:Sierra Leone SLE

College-Level Sex Education Courses: A Systematic Literature Review - Manning-Ouellette, Amber; Shikongo-Asino, Josephine (American Journal of Sexuality Education, 2022)
Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/15546128.2022.2026850
Keywords: College; higher education; sex education

Foundations of Statistical Natural Language Processing - Manning, CD; Schütze, H; Press March, ST; Allen, GN (Communications of the Association for Information Systems, 1999)
Place: Cambridge, MA Publisher: MIT KerkoCite.ItemAlsoKnownAs: 2129771:65GNDL9J 2486141:MM5KN77U
Keywords: ⛔ No DOI found

How Can Micro and Small Enterprises in Sub-Saharan Africa Become More Productive? The Impacts of Experimental Basic Managerial Training - Mano, Yukichi; Iddrisu, Alhassan; Yoshino, Yutaka; Sonobe, Tetsushi (World Development, 2012)
Summary The vast majority of micro and small enterprises (MSEs) in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of MSE clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. In fact, entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2011.09.013 10/cxgkj2 2129771:JQM5BFMC 2317526:68LWWGVE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AA:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:R; CT:T; D:developing country; F:standards; R:impact; T:Training; Z:industrial development; Z:management training; Z:randomized experiment; Z:survival clusters; _C:Ghana GHA; publicImportV1

A Global Framework to Measure Digital Literacy - Manos Antoninis (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:736QNGSW 5242966:H95KF7UC

Collegial interaction and reflective practice - Manouchehri, A. (Action In Teacher Education, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1080/01626620.2001.10463032 10/fxp2hp 2129771:2YHRW8FH 261495:T5U6JKGI

International Encyclopedia of Digital Communication and Society - Mansell, Robin; Ang, Peng Hwa; Steinfield, Charles; Graaf, Shenja van der; Ballon, Pieter; Kerr, Aphra; Ivory, James D.; Braman, Sandra; Kleine, Dorothea; Grimshaw, David J. (John Wiley & Sons, 2015)
The International Encyclopedia of Digital Communication and Society offers critical assessments of theoretical and applied research on digitally–mediated communication, a central area of study in the 21st century. • Examines topics with unprecedented breadth and depth, with the aim of bringing together international and interdisciplinary perspectives • Organized in an accessible A–Z format with over 150 entries on key topics ranging from 2,000 to 10,000 words • Addresses a full range of topics including digitally–mediated social media, commercial applications and online gaming, to law and policy analysis and information and communication technologies for development • Published with a regularly updated online edition which will ensure readers are kept abreast of the latest developments in research
EdTechHub.ItemAlsoKnownAs: 2129771:7ZTVY9XJ
Keywords: _r:ImportedToMyEducationEvidence

Predicting global patterns of long-term climate change from short-term simulations using machine learning - Mansfield, Laura A.; Nowack, Peer J.; Kasoar, Matt; Everitt, Richard G.; Collins, William J.; Voulgarakis, Apostolos (npj Climate and Atmospheric Science, 2020)
Publisher: Nature Publishing Group UK London

Travel without visas: teacher perception of a technology intervention in the Dadaab refugee camp - Mansour, Rebecca Grace Telford (University of Leicester, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:SEYEF9IQ
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Cuba CUB; _C:Djibouti DJI; _C:Ethiopia ETH; _C:Germany DEU; _C:Greece GRC; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Kenya KEN; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Myanmar MMR; _C:Netherlands NLD; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Portugal PRT; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:South Sudan SSD; _C:Spain ESP; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Beyond Data - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
In a technology context dominated by data-intensive AI systems, the consequences of data processing are no longer restricted to the well-known privacy and data protection issues but encompass prejudices against a broader array of fundamental rights. Moreover, the tension between the extensive use of these systems, on the one hand, and the growing demand for ethically and socially responsible data use on the other, reveals the lack of a framework that can fully address the societal issues raised by AI.
Keywords: AI; Data protection; Ethical Impact Assessment; Human rights; Privacy Impact Assessment; Risk-based approach; Self-determination; Social Impact Assessment

Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI - Mantelero, Alessandro (T.M.C. Asser Press, 2022)
Keywords: AI Regulation; Artificial Intelligence; Data Protection; Ethics; Fundamental Rights; Human Rights; Human Rights Impact Assessment (HRIA); Impact Assessment; Open Access

Human Rights Impact Assessment and AI - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
The recent turn in the debate on AI regulation from ethics to law, the wide application of AI and the new challenges it poses in a variety of fields of human activities are urging legislators to find a paradigm of reference to assess the impacts of AI and to guide its development. This cannot only be done at a general level, on the basis of guiding principles and provisions, but the paradigm must be embedded into the development and deployment of each application. To this end, this chapter suggests a model for human rights impact assessment (HRIA) as part of the broader HRESIA model. This is a response to the lack of a formal methodology to facilitate an ex-ante approach based on a human-oriented design of AI. The result is a tool that can be easily used by entities involved in AI development from the outset in the design of new AI solutions and can follow the product/service throughout its lifecycle, providing specific, measurable and comparable evidence on potential impacts, their probability, extension, and severity, and facilitating comparison between possible alternative options.
Keywords: Data ethics; Democracy; Human Rights Impact Assessment; Human rights by design; Participation; Precautionary principle; Smart cities; Smart toys; Transparency

Open Issues and Conclusions - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
Having discussed in previous chapters the valuable contribution that an assessment model encompassing human rights, ethical and societal issues can provide to the development and regulation of AI, these concluding remarks address some of the challenges we face in implementing this approach in tangible reality. The focus on future global regulatory scenarios in the field of AI shows how the holistic HRESIA model, which includes the contextualisation of human rights and socio-ethical values in a given area, could be an effective answer for both the countries which have a human rights-based AI regulation and those who do not. In addition, holistic assessment and values-oriented design procedures can build trust in the development of AI, addressing the increasing public concern for invasive and pervasive AI applications, as well as the growing attention of policy makers to the side effects of AI use in the presence of concentration of power in digital services.
Keywords: AI regulation; Data protection; Digital ecosystems; Human rights; Risk assessment; Trust

Regulating AI - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
Although the debate on AI regulation is still fluid at a global level and the European initiatives are in their early stages, three possible approaches to grounding AI regulation on human rights are emerging. One option is a principles-based approach, comprising guiding principles derived from existing binding and non-binding international human rights instruments, which could provide a comprehensive framework for AI. A different approach focuses more narrowly on the impacts of AI on individual rights and their safeguarding through rights-based risk assessment. This is the path followed by the Council of Europe in its ongoing work on AI regulation. Finally, as outlined in the EU proposal, greater emphasis can be placed on managing high-risk applications by focusing on product safety and conformity assessment. Despite the differences between these three models, they all share a core concern with protecting human rights, recognised as a key issue in all of them. However, in these proposals for AI regulation, the emphasis on risk management is not accompanied by effective models for assessing the impact of AI on human rights. Analysis of the current debate therefore confirms that the HRESIA could not only be an effective response to human-rights oriented AI development that also encompasses societal values, but it could also bridge a gap in the current regulatory proposals.
Keywords: AI regulation; Ad hoc Committee on Artificial Intelligence (CAHAI); Artificial Intelligence Act; Co-regulation; Conformity assessment; Democracy; Technology assessment

The Social and Ethical Component in AI Systems Design and Management - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
The extensive and frequently severe impact of AI systems on society cannot be fully addressed by the human rights legal framework. Many issues involve community choices or individual autonomy requiring a contextual analysis focused on societal and ethical values. The social and ethical consequences of AI represent a complementary dimension, alongside that of human rights, that must be properly investigated in AI assessment, to capture the holistic dimension of the relationship between humans and machines. This assessment is more complicated than that of human rights, as it involves a variety of theoretical inputs on the underlying values, as well as a proliferation of guidelines. This requires a contextualised and, as far as possible, a participative analysis of the values of the community in which the AI solutions are expected to be implemented. Here the experts play a crucial role in detecting, contextualising and evaluating the AI solutions against existing ethical and social values. Ethics committees in scientific research, bioethics and clinical trials, as well as corporate AI ethics boards, can provide inputs for future AI expert committees within the HRESIA model. Based on the experience of these committees, the assessment cannot be entrusted entirely to experts, but it should also include a participatory dimension, which is essential to effective democratic decision-making process concerning AI.
Keywords: Clinical Ethics Committees; Clinical trials; Data ethics; Ethical values; Ethics boards; Ethics committee; Participation; Research Ethics Committees; Social values

Development and validation of a measure to assess head start children's appraisals of teacher support - Mantzicopoulos, Panayota; Neuharth-Pritchett, Stacey (Journal of School Psychology, 2003)
In this study, we present data on the development of Young Children's Appraisals of Teacher Support (Y-CATS), a measure designed to explore children's perceptions of their relations with teachers along dimensions that comprise warmth, conflict, and autonomy. Three cohorts of Head Start children and prior Head Start attendees (N=364) served as the sample. Cohort 1 children (n1=108) were in first grade, cohort 2 children (n2=123) were in kindergarten, and cohort 3 children (n3=133) attended the Head Start program. Factor analyses supported a three-factor solution, with acceptable internal consistency, along hypothesized dimensions. Males, compared to females, reported more conflictual relationships with their teachers. Conflict scores were particularly pronounced for African American males. Children's reports on the Y-CATS were significantly associated with academic achievement and with teachers' ratings of social skills and behavior problems.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jsp.2003.08.002 2129771:LPQTWHQP

Systematic review to quantify the impacts of heat on health, and to assess the effectiveness of interventions to reduce these impacts - Manyuchi, Albert; Dhana, Ashar; Areal, Ashtyn; Erasmus, Barend; Wright, Caradee; Wang, Chongying; Peter, Devind; Rees, Helen; Harden, Lois; Chersich, Matthew F.
KerkoCite.ItemAlsoKnownAs: 2129771:LPHRBETV 4682641:6L22SA9E 4682641:FQIR3I42 5072953:C7Z5NES2
Keywords: BE:RELEVANT; ⛔ No DOI found

Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education - Manzano-León, Ana; Camacho-Lazarraga, Pablo; Guerrero, Miguel A.; Guerrero-Puerta, Laura; Aguilar-Parra, José M.; Trigueros, Rubén; Alias, Antonio (Sustainability, 2021)
Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: academic achievement; engagement; gamification; motivation; systematic literature review

Learning from Intelligent Social Agents as Social and Intellectual Mirrors - Maples, Bethanie; Pea, Roy D.; Markowitz, David (AI in Learning: Designing the Future, 2023)
The interaction capabilities of Intelligent Social Agents, made possible by advances in artificial intelligence, are eliciting deep emotional bonding with users, leading researchers to reexamine the impact and potential uses of these human-machine relationships in education. In this work, we examine how one best-in-class ISA, Replika, might be affecting users socially, emotionally, and cognitively. Our results indicate that many use Replika as a social and cognitive mirror, facilitating their learning and development this way. The confluence of new functionality, product narrative, and user life stressors make ISAs an emerging tool for not only emotional support, but also cognitive support and development.
Keywords: Anthropomorphism; Chatbot; Digital therapy; Displacement hypothesis; Embodied artificial intelligence; Extended mind; Intellectual mirror; Intelligent social agents; Virtual agents

Social isolation and aging in Zambia: examining the possible predictors - Mapoma, Christopher Chabila; Masaiti, Gift (Journal of Aging Research, 2012)
Publisher: Hindawi

GPTeach: Interactive TA Training with GPT-based Students - Markel, Julia Mae; Opferman, Steven G.; Landay, James A.; Piech, Chris (EdArXiv, 2023)
Interactive and realistic teacher training is hard to scale. This is a key issue for learning at scale, as inadequate preparation can negatively impact both students and teachers. What if we could make the teacher training experience more engaging and, as a downstream effect, reduce the potential for harm that teachers-in-training could inflict on students? We present GPTeach, an interactive chat-based teacher training tool that allows novice teachers to practice with simulated students. We performed two studies to evaluate GPTeach: one think-aloud study and one A/B test between our tool and a baseline. Participants took the role of a teaching assistant conducting office hours with two GPT-simulated students. We found that our tool provides the opportunity for teachers to get valuable teaching practice without the pressures of affecting real students, allowing them to iterate their responses both during and across sessions. Additionally, participants enjoyed flexibility in tailoring their responses according to the varied personas, needs, and learning goals. In this paper, we provide quantitative results and qualitative observations to inform future work in this area. We conclude with a discussion of actionable design ideas for such systems, as well as other ways to use this tool for evaluating teachers and students. GPTeach has recently been deployed into the teacher training component of an online course with over 800 novice teachers.
KerkoCite.ItemAlsoKnownAs: 2129771:HGU76IFB 2129771:ZBGCDHK7

The effects of language-and literacy-focused professional development on early educators and children: A best-evidence meta-analysis - Markussen-Brown, Justin; Juhl, Carsten B.; Piasta, Shayne B.; Bleses, Dorthe; Højen, Anders; Justice, Laura M. (Early childhood research quarterly, 2017)
Publisher: Elsevier

Digital Dystopia The Danger in Buying What the EdTech Surveillance Industry is Selling - Marlow, C. (American Civil Liberties Union (ACLU), 2023)
KerkoCite.ItemAlsoKnownAs: 4804264:RINV26P7
Keywords: Final_citation; anystyle; existing