How can Sierra Leone’s education response after Ebola help with the COVID-19 response? - Bangay, Colin (The Education and Development Forum (UKFIET), 2020)
This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]
KerkoCite.ItemAlsoKnownAs: 2129771:C5HFDS3J 2339240:D5Q8A77B 2405685:PK7UUFGK
Keywords: _C:Sierra Leone SLE

Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language - Banja, Madalitso K.; Mulenga, Innocent Mutale (Makerere Journal of Higher Education, 2019)

Ending Learning Poverty: What Will It Take? - Bank, World (World Bank, 2019)

What matters most for teacher policies: A framework paper - Bank, World (SABER Working Paper Series, No. 4, 2013)
Publisher: World Bank Group Washington, DC
Keywords: ⛔ No DOI found

“If he could speak, he would be able to point out who does those things to him”: Experiences of violence and access to child protection among children with disabilities in Uganda and Malawi - Banks, Lena Morgon; Kelly, Susan A.; Kyegombe, Nambusi; Kuper, Hannah; Devries, Karen (PloS one, 2017)
Publisher: Public Library of Science San Francisco, CA USA

‘Obuntu Bulamu’–Development and Testing of an Indigenous Intervention for Disability Inclusion in Uganda - Bannink Mbazzi, Femke; Nalugya, Ruth; Kawesa, Elizabeth; Nambejja, Harriet; Nizeyimana, Pamela; Ojok, Patrick; Van Hove, Geert; Seeley, Janet (Scandinavian Journal of Disability Research, 2020)
Publisher: Stockholm University Press

‘They Give Him a Chance’-Parents’ Perspectives on Disability and Inclusive Primary Education in Uganda - Bannink, Femke; Nalugya, Ruth; van Hove, Geert (International Journal of Disability, Development and Education, 2020)
Publisher: Taylor & Francis

Mobile learning for science and mathematics school education: A systematic review of empirical evidence - Bano, Muneera; Zowghi, Didar; Kearney, Matthew; Schuck, Sandra; Aubusson, Peter (Computers & Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.02.006 2129771:TF98WPE8

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:HXYF3HA4
Keywords: Final_citation; cited; existing

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2534378:PDNLLG9Y
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Design-based research: a methodological toolkit for engineering change - Barab, S. (Handbook of the Learning Sciences, 2014)
EdTechHub.Source: 2405685:SB55YALH KerkoCite.ItemAlsoKnownAs: 2129771:N54R9A2V 2339240:HZYMHDPX 2405685:SB55YALH

Wireless laptops as means for promoting active learning in large lecture halls - Barak, M.; Lipson, A.; Lerman, S. (Journal of Research on Technology in Education, 2006)
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2006.10782459 10/gfgw7c 2129771:FRXD7PSV 261495:KHPR4CS3

Effectiveness of Technical and Vocational Education and Training (TVET) Insights from Ethiopia's reform - Baraki, Atakilt Hagos; van Kemenade, Everard (TQM, 2013)
Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. © Emerald Group Publishing Limited.
KerkoCite.ItemAlsoKnownAs: 10.1108/tqm-11-2012-0099 10/gf62pf 2129771:XWCMFHMK 2317526:PUQ8JVC2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:achievement; F:assessment; F:learning; F:outcomes; F:policy; P:culture; P:mechanic; Q:certificate; R:case study; R:evaluation; T:TVET; Z:Developing countries; Z:Ethiopia; Z:Internal effectiveness; Z:Realistic evaluation; Z:TVET quality; Z:TVET reform; Z:Total quality management; __C:filed:1; publicImportV1

Affordances, challenges, and impact of open pedagogy: examining students’ voices - Baran, Evrim; AlZoubi, Dana (Distance Education, 2020)
Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and impact of an open pedagogy approach implemented within the context of three higher education courses. Various renewable assignments were integrated into face-to-face, blended, and online courses. Data sources consisted of reflection reports and semi-structured interviews conducted with 13 student participants. The qualitative analysis revealed six themes that conceptualized student engagement with open pedagogy: content curation, peer feedback, community engagement, development, reflection, and scaffolding. We discuss the impact of these practices on the participating students’ knowledge and awareness of open access and student agency. The results present an open pedagogy in action model with recommendations for future research and practice.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757409
Keywords: higher education; open educational practices (OEP); open educational resources (OER); open pedagogy; renewable assignments

Elements Shaping the South African Education System of the Future - Barends, Heidi (2019)
The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system? To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities. This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3370973 2129771:SRHYMTCJ
Keywords: Actor Diagram; Basic Education; CLD; Causal Loop Diagram; Education System; Foresight Study; Future Study; Future Trends; South African Education System; Systems Approach

Elements Shaping the South African Education System of the Future [Poster] - Barends, Heidi (2019)
A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595240 2129771:FSCTULII
Keywords: Basic Education; Education System; Foresight Study; Future Study; Future Trends; South African Education; South African Education System

Elements Shaping the South African Education System of the Future [Presentation] - Barends, Heidi (2019)
A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595232 2129771:4BH928RM
Keywords: Actor Diagram; Basic Education; Causal Loop Diagram; Education System; Foresight Study; Future Study; Future Trends; South African Education; South African Education System; Systems Approach

Long‐term impact of malaria chemoprophylaxis on cognitive abilities and educational attainment: follow‐up of a controlled trial - Bariau, Robert J.Sternberg; Drake, Lesley J.; Milligan, Paul; Cheung, Yin Bun (PLoS clinical trials, 2006)
Keywords: ⛔ No DOI found

Evaluation of DFID Country Programmes: Malawi, 2000-2005 - Barnett, Chris; Chisvo, Munhamo; Kadzamira, Esme; van der Meer, Esther; Paalman, Maria; Risner, Colin (EVSUM EV661. London: Department for International Development. Available at …, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:I2P66BRV 4752638:5BKQB4NV 4752638:IAHFE2CT 4752638:XF4A23CW 4752638:ZLIM6CFJ
Keywords: _C:Malawi MWI

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
shortDOI: 10/ggqvr7 KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 10/ggqvr7 2129771:NVZ6YY8M 2339240:6IXLT92N 2405685:6Z36JH5J 2405685:S35X3HD9
Keywords: _C:Sierra Leone SLE

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 2129771:TJLHF968
Keywords: _C:Sierra Leone SLE

Suffering in Silence: How COVID-19 School Closures Inhibit the Reporting of Child Maltreatment - Baron, E. Jason; Goldstein, Ezra G.; Wallace, Cullen T. (Social Science Research Network, 2020)
To combat the spread of COVID-19, many primary and secondary schools in the United States canceled classes and moved instruction online. This study examines an unexplored consequence of COVID-19 school closures: the broken link between child maltreatment victims and the number one source of reported maltreatment allegations—school personnel. Using current, county-level data from Florida, we estimate a counterfactual distribution of child maltreatment allegations for March and April 2020, the first two months in which Florida schools closed. While one would expect the financial, mental, and physical stress due to COVID-19 to result in additional child maltreatment cases, we find that the actual number of reported allegations was approximately 15,000 lower (27 percent) than expected for these two months. We leverage a detailed dataset of school district staffing and spending to show that the observed decline in allegations was largely driven by school closures. Finally, we discuss policy implications of our findings for the debate surrounding school reopenings and suggest a number of responses that may mitigate this hidden cost of school closures.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3601399 2129771:VDD4KRU2
Keywords: COVID-19; Child Maltreatment; School Closures

Effect of Gypsum Board Ceiling on Temperature Reduction in a Room using Finite Element Method - Baroniya, R; Rathore, R; Agrawal, A (2021)
The present study describes the use of the finite element method to determine the effect of the gypsum board ceiling on room temperature. A simulation of air particles coming from air conditioners is carried out in a large room and the simulation is repeated after providing a gypsum board ceiling in the room, to identify its effect on room temperature. A three-dimensional computer-aided design (CAD) model of a large room with three air conditioners was made and the flow behaviour of air particles is analyzed using ANSYS fluent V15 software. The simulation process is done considering both possibilities, one is which room acts as an open system and the air is allowed to flow through the door of the room and the second as a closed system, in which air flows inside the room only. The analysis is also done with the same model after providing a gypsum board ceiling in the room. The difference generated in room temperature due to the gypsum board ceiling is determined. It is a challenging task to provide a ceiling in the CAD model with different thermal properties than the wall surface. It is necessary to understand the effect of these properties of gypsum on heat transfer in the room. The results suggest that by providing a gypsum board ceiling, a temperature reduction of 3-4 °C can be easily achieved. This reduction in temperature provides thermal comfort for the people living in the room. It also reduces the total cost required for air conditioning.
Keywords: ⛔ No DOI found

Mathematical modelling in teacher education: dealing with institutional constraints - Barquero, Berta; Bosch, Marianna; Romo, Avenilde (ZDM: The International Journal on Mathematics Education, 2018)
Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem–the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity–and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints–most of them beyond the scope of action of teachers and students and not approached by previous research–hindering the integration of mathematical modelling in current secondary schools.
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101593199?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-017-0907-z 2405685:6B4BREQ8 2534378:8BWRCH2S 2534378:RTGC7399
Keywords: Barriers; Case Studies; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Ecological Factors; Foreign Countries; Inservice Teacher Education; Instructional Design; Mathematical Models; Mathematics Teachers; Mexico; Online Courses; Prediction; Regression (Statistics); Social Media; __:import:01; __:match:final; __:matched; __:study_id:2095891; __finaldtb

Information and Collective Action in the Community Monitoring of Schools: Field and Lab Experimental Evidence from Uganda. - Barr, A.; Mugisha, F.; Serneels, P.; Zeitlin, A. (Unpublished, 2012)
Keywords: ⛔ No DOI found

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)
Publisher: Acoustical Society of America KerkoCite.ItemAlsoKnownAs: 10.1121/10.0006785 2129771:HI6VSIF4

Teacher Performance Pay: Experimental Evidence from Pakistan. - Barrera-Osorio, F.; Raju, D. (The World Bank, 2015)

Delivering education to the underserved through a public‐private partnership program in Pakistan - Barrera‐Osorio, Felipe; Blakeslee, David S.; Hoover, Matthew; Linden, Leigh L.; Raju, Dhushyanth; Ryan, Stephen P. (World Bank Policy Research Working Paper, 2017)
Keywords: ⛔ No DOI found

The Use and Misuse of Computers in Education: Evidence From a Randomized Controlled Trial of a Language Arts Program. - Barrera-Osorio, Felipe; Linden, Leigh L. (Abdul Latif Jameel Poverty Action Lab (JPAL). www. leighlinden. com/Barrera-Linden 20, 2009)

The Use And Misuse Of Computers In Education: Evidence From A Randomized Experiment In Colombia - Barrera-Osorio, Felipe; Linden, Leigh L. (The World Bank, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-4836 4804264:LV99ICCF
Keywords: COMMUNICATION TECHNOLOGIES; CURRICULUM; EMPLOYMENT; Final_citation; HUMAN DEVELOPMENT; LEARNING; LITERATURE; PAPERS; QUALITY OF EDUCATION; REGULAR CLASSROOM; RESEARCH; SCHOOL; SCHOOLS; SCIENCE; SOCIAL SCIENCE; STUDENTS; TEACHER; TEACHERS; TEACHING; TRAINING; UNIVERSITY

Political Economy of Education - Barrera-Osorio, Felipe; Paglayan, Agustina S; Jorrat, Diego
KerkoCite.ItemAlsoKnownAs: 2129771:M4AMGB44
Keywords: ⛔ No DOI found

The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis - Barrett, Peter; Davies, Fay; Zhang, Yufan; Barrett, Lucinda (Building and Environment, 2015)
Assessments have been made of 153 classrooms in 27 schools in order to identify the impact of the physical classroom features on the academic progress of the 3766 pupils who occupied each of those specific spaces. This study confirms the utility of the naturalness, individuality and stimulation (or more memorably, SIN) conceptual model as a vehicle to organise and study the full range of sensory impacts experienced by an individual occupying a given space. In this particular case the naturalness design principle accounts for around 50% of the impact on learning, with the other two accounting for roughly a quarter each. Within this structure, seven key design parameters have been identified that together explain 16% of the variation in pupils' academic progress achieved. These are Light, Temperature, Air Quality, Ownership, Flexibility, Complexity and Colour. The muted impact of the whole-building level of analysis provides some support for the importance of “inside-out design”. The identification of the impact of the built environment factors on learning progress is a major new finding for schools' research, but also suggests that the scale of the impact of building design on human performance and wellbeing in general, can be isolated and that it is non-trivial. It is argued that it makes sense to capitalise on this promising progress and to further develop these concepts and techniques.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2015.02.013 2129771:LZJHVL5P 4682641:F2PCL2UY
Keywords: BE:RELEVANT; Evidence; Holistic; Learning impacts; Multi-level modelling; Multi-sensory; School design

Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach: A Comprehensive Theoretical Framework - Barri, Moatasim A. (Journal of Education and Training Studies, 2020)
Publisher: Redfame publishing KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v8i11.4974 2129771:8Z3C68NM 4682641:T2Y3JY37
Keywords: BE:RELEVANT

18. GLOBAL LEARNING ECOLOGIES: LEVERAGING TECHNOLOGIES FOR EQUITY - Barron, Brigid (Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:JUAZ49ET

Social Media Use Is Linked to Brain Changes in Teens, Research Finds - Barry, Ellen (The New York Times, 2023)
Teens who frequently checked social media showed an increasing sensitivity to peer feedback, although the cause of the changes was not clear.
KerkoCite.ItemAlsoKnownAs: 4804264:JTJ78WVI 4804264:WGTTGI6L
Keywords: Brain; Children and Childhood; Facebook Inc; Final_citation; Instagram Inc; JAMA Pediatrics (Journal); Mental Health and Disorders; Social Media; Teenagers and Adolescence; anystyle; existing; your-feed-health; your-feed-science; ⛔ No DOI found

The experience of fresher students in mathematics diagnostic testing (Symposium on Undergraduate Mathematics Teaching) - Barry, Mike; Quinney, Douglas; Haßler, Björn; Atkinson, Richard; Hirst, Christine (2003)
KerkoCite.ItemAlsoKnownAs: 2129771:IEX5VPZX
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Learning from Second-Hand Experience: Methodology for Extrapolation-Oriented Case Research - Barzelay, Michael (Governance, 2007)
Critics of public management reform complain that governments copy legitimated foreign practices. Recent work by Eugene Bardach helps to explain why: neither government analysts nor academic researchers possess an adequate methodology to examine practices in source sites, with a view toward adaptation in target sites. Rather than complain, Bardach takes steps to develop such a methodology, drawing analogies with reverse engineering. This article offers specific guidance about how researchers can effectively investigate practices in source sites to prepare the ground for disciplined and ingenious extrapolation of practices from source to target sites. The resulting translation is illustrated by an extrapolation-oriented case study.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1468-0491.2007.00369.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1468-0491.2007.00369.x 2129771:C4CWKBG9 2486141:SNGZRDHI

Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education - Basal, Ahmet (Journal of Technology and Teacher Education, 2015)
With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.
Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773217832?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:6R226P29 2534378:EJCE3JYX 2534378:NZ3ANACE 2534378:RIF73PHV
Keywords: ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Educational technology; English (Second Language); English teachers; Foreign Countries; Foreign language instruction; Higher Education; Language Teachers; Language teachers; Learning management systems; Likert Scales; Management Systems; Mixed Methods Research; Positive Attitudes; Postsecondary Education; Preservice Teachers; Questionnaires; Second Language Instruction; Second Language Learning; Semi Structured Interviews; Student Attitudes; Teacher Education; Teacher education; Technology Integration; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096949; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Compás Millennial: La generación Y en la era de la integración 4.0 - Basco, Ana Inés; Carballo, Marita; Pernas, Mariana; Alzualde, Paula; Codoni, Soledad; Conte Grand, Ramiro; Wulff, Alejandra; Basco, Ana Inés; Carballo, Marita (Inter-American Development Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 10.18235/0000726 2339240:3AM622JQ 2405685:L25Q4V8W

Digital Skills: Frameworks and Programs - Bashir, Sajitha (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:QUSHDUDC 5242966:ZH3KJPQK

Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis - Basma, Badriah; Savage, Robert (Educational Psychology Review, 2018)
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.
shortDOI: 10/ghgn5t KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-017-9416-4 10/ghgn5t 2129771:SYY4I2JS 2405685:9XT28XJI
Keywords: C: International

Earthquake and Its Impacts on Education: Aftermath Nepal Quake 2015 - Basnet, Bal Krishna (European Educational Researcher, 2020)
Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.
Publisher: The European Educational Researcher KerkoCite.ItemAlsoKnownAs: 10.31757/euer.332 2129771:Y49STNFM
Keywords: Administrator Attitudes; Content Analysis; Counseling Services; Emergency Programs; Faculty Development; Foreign Countries; Futures (of Society); Grade 10; Grade 9; Multilingualism; Natural Disasters; Nongovernmental Organizations; Prevention; Program Descriptions; Resilience (Psychology); Risk; Safety; Secondary School Curriculum; Simulation; Student Attitudes; Teacher Attitudes; Textbooks; Trauma; _C:Bangladesh BGD; _C:Cambodia KHM; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Malaysia MYS; _C:Maldives MDV; _C:Nepal NPL; _C:Norway NOR; _C:Pakistan PAK; _C:Philippines PHL; _C:Sri Lanka LKA; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Project Name St. Kitts and Nevis-OECS Education Development Project - Basseterre, St Kitts; Jules, Didacus
KerkoCite.ItemAlsoKnownAs: 2129771:GCMHB9AR
Keywords: ⛔ No DOI found

Tablets zur Neubestimmung des Lernens? - Bastian, Jasmin (Tablets in Schule und Unterricht, 2017)
00002 KerkoCite.ItemAlsoKnownAs: 2129771:DIGSAN47 2129771:ZEQKUCM3
Keywords: __C:filed:1

Tablets in Schule und Unterricht - Bastian, Jasmin; Aufenanger, Stefan (Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien, Wiesbaden, 2017)
EdTechHub.ItemAlsoKnownAs: 2129771:UI7QJ9AT
Keywords: __C:filed:1; ⛔ No DOI found

Tablets in Schule und Unterricht: Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien - Bastian, Jasmin; Aufenanger, Stefan (Springer-Verlag, 2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:9JWFAEFG
Keywords: __C:filed:1

Opening new doors: Community engagement in India - Batada, A.; Banarjee, S.; Subramanian, M. (The Sesame Effect: The Global Impact of the Longest Street in the World, 2016)
KerkoCite.ItemAlsoKnownAs: 2259178:BNR4YVGE 2339240:T9SDTQN8 4804264:55ZAHWPA
Keywords: 01.11.19; Final_citation; cited; existing; tempss_1

Effectiveness of online learning: a multi-complementary approach research with responses from the COVID-19 pandemic period - Batdı, Veli; Doğan, Yunus; Talan, Tarık (Interactive Learning Environments, 2021)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2021.1954035 2129771:Z3EIY9HN

The Generalizability Puzzle - Bates, Mary Ann; Glennerster, Rachel (Stanford Social Innovation Review, 2017)
Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.
KerkoCite.ItemAlsoKnownAs: 2129771:6CTJ2XQQ 2486141:XU66ZGBE
Keywords: ⛔ No DOI found

Biological Approaches to the Study of Behavioral Development - Bateson, Paul Patrick Gordon (International Journal of Behavioural Development, 1987)
Although prominence has been given to genes in much biological writing about development, gene expression is such that simple deterministic and additive arguments about genes are usually misconceived. The way in which an individual develops depends on conditions, but the conditions also often depend on the individual. An example is given of how the emerging abilities of a child might result from such an interplay. The development of much individual variation can be explained in terms of relatively simple forms of underlying regulation. Some animal examples are given of how, during development, one of a number of possible outcomes may be selected, as from a jukebox, by environmental conditions. Further cases of regulated interplay between the developing individual and its environment are provided by learning processes, such as imprinting in birds, that appear to occur within sensitive periods in development. Some endogenous control is required, but the self-terminating effects of the learning processes depend on experience. The biological study of behavioural development lays great emphasis on the dynamic character of what happens and in this respect has much in common with other approaches. It is distinctive, though, in that it commonly involves asking what the behavioural processes are for. This functional approach has drawn attention to the special requirements of the young, and the special mechanisms required in the assembly of behaviour. It has also helped understanding of why individuals of the same species, sex and age may differ so much.
KerkoCite.ItemAlsoKnownAs: 10.1177/016502548701000101 2129771:CMKWLPUG 2486141:QF3HNMPJ

Bateson, Patrick, and Paul Martin. 2000. Design for a Life: How Behavior and Personality Develop - Bateson, Paul Patrick Gordon; Martin, Paul (Simon & Schuster, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:CFG8YL6D 2486141:7X46HQME

Enablers of work-integrated learning in technical vocational education and training teacher education - Batholmeus, Petrina; Pop, Carver (International Journal of Work-Integrated Learning, 2019)
© 2019 International Journal of Work-Integrated Learning. All rights reserved. The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community.
KerkoCite.ItemAlsoKnownAs: 2129771:22N8BQQW 2129771:AM78TIMW 2129771:QPE2Y5JS 2129771:WMF333NF
Keywords: ⛔ No DOI found

Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines - Baticulon, Ronnie E.; Alberto, Nicole Rose I.; Baron, Maria Beatriz C.; Mabulay, Robert Earl C.; Rizada, Lloyd Gabriel T.; Sy, Jinno Jenkin; Tiu, Christl Jan S.; Clarion, Charlie A.; Reyes, John Carlo B. (medRxiv, 2020)
Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.
Publisher: Cold Spring Harbor Laboratory Press KerkoCite.ItemAlsoKnownAs: 10.1101/2020.07.16.20155747 2129771:KXKYVMK5 2405685:GFX8VVRS
Keywords: _COVID_DEAA-List; __C:filed:1

From data quality to big data quality - Batini, C.; Rula, A.; Scannapieco, M. (Journal of Database Management, 2015)
KerkoCite.ItemAlsoKnownAs: 10.4018/JDM.2015010103 2129771:KNRFHGLX 2486141:E27X3VQJ

The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers - Batman, Demet; Saka, Ahmet Zeki (The Turkish Online Journal of Educational Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:D3LF4ZFA
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Equal Access to Education: An Evaluation of the Roma Teaching Assistant Program in Serbia - Battaglia, Marianna; Lebedinski, Lara (World Development, 2015)
This paper investigates the effects of a remedial education program – the Roma Teaching Assistant Program – targeting the socially excluded Roma minority in Serbia. By using first-hand collected data, we find evidence that children exposed to the program went more to school. We do not find an effect on dropouts or marks for all grades. An examination of heterogeneous effects suggests that children in the first grade benefited more from the program as compared to their older peers through lower dropouts and better marks. Overall, our results suggest that well-targeted remedial education programs can boost outcomes of low performers.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2015.06.009 2129771:A4J8S5BG 2486141:QJ565MUT
Keywords: _Added to LR; _G:reviewed

EdTech testbeds: Models for improving evidence - Batty, Richard (2019)
Keywords: ⛔ No DOI found

EdTech testbeds: Models for improving evidence - Batty, Richard; Wong, Andrea; Florescu, Ana; Sharples, Mike (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:IUB6MC2X 4426965:W7I4269E
Keywords: Carmen

Die richtigen Mitarbeiter finden: Berufsbildung und HR-Management - Bauer, Annette; Kühnrich, Heinz-Joachim (Praxishandbuch Wirtschaft in Afrika, 2017)
Qualifizierte Fachkräfte stellen einen wichtigen Faktor für die Eintrittsentscheidung in einen Markt dar. Eine der am häufigsten genannten Hemmnisse für eine Investition in Afrika, ist deren Mangel. Vor allem für deutsche Unternehmen ist es wichtig mit ausgebildetem Personal die höhere Produktivität und Lebensdauer ihrer Produkte und Maschinen zu erreichen, um den meist höheren Investitionskosten im Marktvergleich Rechnung zu tragen und einen kosten- und zeiteffizienten After Sales Service anbieten zu können. Doch in vielen Ländern Afrikas ist diese Voraussetzung von qualifizierten Fachkräften noch nicht geschaffen. Folgendes Kapitel gibt einen Überblick über den wachsenden Bedarf an Fachkräften, die aktuelle Situation in der Berufsbildung, sowie Lösungsansätze zur Reduzierung der Lücke zwischen Angebot und Nachfrage an Fachkräften aus Sicht eines deutschen Anbieters für Aus- und Weiterbildungslösungen in Afrika.
KerkoCite.ItemAlsoKnownAs: 2129771:X864VGAL 2317526:G4L3I4Y4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:West Africa; C:Rwanda; CA:AandC; CL:de; CL:en; CLL:de; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agriculture; T:Ausbildung; T:TVET; T:in-service TVET; publicImportV1

An introduction to implementation science for the non-specialist - Bauer, Mark S.; Damschroder, Laura; Hagedorn, Hildi; Smith, Jeffrey; Kilbourne, Amy M. (BMC psychology, 2015)
Publisher: BioMed Central KerkoCite.ItemAlsoKnownAs: 10.1186/s40359-015-0089-9 2129771:JMXX6KXJ

Implementation science: What is it and why should I care? - Bauer, Mark S.; Kirchner, JoAnn (Psychiatry research, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.psychres.2019.04.025 2129771:8IVZLBKW

Adaptation in dissemination and implementation science - Baumann, Ana A.; Cabassa, Leopoldo J.; Stirman, S. Wiltsey (Dissemination and implementation research in health: translating science to practice, 2017)
Publisher: Oxford University Press New York, NY KerkoCite.ItemAlsoKnownAs: 2129771:GFRDKSNN
Keywords: ⛔ No DOI found

Magdeburger Schriften zur Berufs- und Wirtschaftspädagogik - Baumann, Fabienne-Agnes (2012)
National qualifications frameworks are currently described as a global phenomenon, a label which accounts for the fact, that frameworks in their different shapes are increasingly subject to policy transfer and thus more and more frameworks are developed in many countries across the globe. The supposed benefits of national qualifications frameworks seem to be convincing, therefore the concept of qualifications frameworks whether national or otherwise in scope, has been greeted with much enthusiasm in literature. Many policy makers perceive national qualifications frameworks as a key driver for reform in the qualifications system, where the latter might be characterized by fragmentation, exclusion of certain groups, a lack of quality assurance or resources, uncoordinated qualification routes, a multitude of providers and awards and so forth.
KerkoCite.ItemAlsoKnownAs: 2129771:B9X8B2F3
Keywords: __C:filed:1; ⛔ No DOI found

A systematic comparison of software dedicated to meta-analysis of causal studies - Bax, L.; Yu, L.-M.; Ikeda, N. (BMC Medical Research Methodology, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2288-7-40 2129771:M4NU8FZM 2129771:NXRX6GL2 2405685:CBA7Y2HX 2486141:GZCUKBSW

Roles and student identities in online large course forums: Implications for practice - Baxter, Jacqueline Aundree; Haycock, Jo (The International Review of Research in Open and Distributed Learning, 2014)
The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.
shortDOI: 10/ghgn5q KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v15i1.1593 10/ghgn5q 2129771:8N92DBJR 2405685:ZWM6856B
Keywords: C: United Kingdom; e-learning; higher education; online forums; online identities; online learning

Alternative education: filling the gap in emergency and post-conflict situations - Baxter, Pamela; Bethke, Lynne (UNESCO, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:44A28PKB

Inequalities in home learning and schools’ provision of distance teaching during school closure of COVID-19 lockdown in the UK - Bayrakdar, Sait; Guveli, Ayse
Parents and schools were caught unprepared during the COVID-19 school closure. Since schools have a key role in creating equal opportunities, transferring schooling to families is likely to increase learning inequalities. Using the Understandings Society COVID-19 dataset, we find children who received free school meals, children from lower-educated and singleparent families and children with Pakistani or Bangladeshi backgrounds devote significantly less time to schoolwork at home. Schools’ provisions of offline and online distance teaching and homework checking significantly increase the time children spend on home learning and mitigate most of the disadvantages.
KerkoCite.ItemAlsoKnownAs: 2129771:7VTZYR6S 2129771:EBDZIJCS
Keywords: __C:filed:1; ⛔ No DOI found

Sierra Leone Media Landscape Report - BBC Media Action (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:KM54UTV8 2339240:7N6UW9TG 2405685:644SZI8D
Keywords: _C:Sierra Leone SLE

Eye tracking methodology for studying teacher learning: A review of the research - Beach, Pamela; McConnel, Jen (International Journal of Research & Method in Education, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2129771:4689M3EM 2129771:FGTBE56M

Can online learning communities foster professional development? - Beach, Richard (Language Arts, 2012)
ISBN: 0360-9170 Publisher: National Council of Teachers of English
Keywords: ⛔ No DOI found

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (SSRN Electronic Journal, 2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 4804264:LEHG7KXA
Keywords: Final_citation; cited; existing

How can education systems rise up to the climate challenge? - Beardmore, Sarah; Martinez, Raphaelle; Tammi, Anna-Maria (Global Partnership for Education, 2022)
The climate crisis adds another layer to the existing learning crisis and calls for building education systems that can prepare for crises, ensure continued access to education during unpredictable times, and prevent and mitigate their negative impacts as much as possible.
KerkoCite.ItemAlsoKnownAs: 2129771:Y9R36QZR 2486141:SW2Y8WPG

The Quantum Hi-Tech Dreams Of A Rapping African Education Minister - Beaubien, Jason (NPR, 2021)
MIT grad David Moinina Sengeh is shooting for the moon when it comes to Sierra Leone's future, from schools to health-care to ... space travel. Oh, and he makes music on the side.
Keywords: _C:Sierra Leone SLE

Mobile learning and the outdoors - BEAUCHAMP, GARY; YOUNG, NICK; PRICE, RUBY (Early Learning in the Digital Age, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:AX74SZG8 2129771:IZ34XFK3
Keywords: __C:filed:1

Educational outcomes and research from 1:1 computing settings - Bebell, D.; O'Dwyer, L. M. (Journal of Technology, Learning, and Assessment, 2010)
Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:TV2JLSG4 2129771:WIDK946U 257089:3I5Z72DX 261495:NG9MQG3U
Keywords: ⛔ No DOI found

Toward the 2020 goal of soil-transmitted helminthiasis control and elimination - Becker, Sören L.; Liwanag, Harvy Joy; Snyder, Jedidiah S.; Akogun, Oladele B; Belizario., Vicente; Freeman, Matthew C.; Gyorkos, Theresa W.; Imtiaz, Rubina; Keiser, Jennifer; Krolewiecki, Alejandro; Levecke, Bruno; Mwandawiro, Charles; et al. (PLOS Neglected Tropical Diseases, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:U84ZFJJ9 2486141:F2EE8RSS 2486141:WWSUT9GU

Location Matters: A Geospatial Analysis of Principal Turnover in the Denver Metropolitan Area - Beckett, Lorna (2018)
Keywords: _C:India IND; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A review of the research literature on barriers to the uptake of ICT by teachers - Becta (2004)
KerkoCite.ItemAlsoKnownAs: 2405685:I3WIHBV9 2534378:K8RQ2MGT

What the research says about portable ICT devices in teaching and learning - Becta (British Educational Communications and Technology Agency (Becta), 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:Y2EX244L 261495:KZ6IRB65

Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology - Bedenlier, Svenja; Bond, Melissa; Buntins, Katja; Zawacki-Richter, Olaf; Kerres, Michael (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Drawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_7 2129771:BN3PRFKA

Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. - Bediou, Benoit; Adams, Deanne M.; Mayer, Richard E.; Tipton, Elizabeth; Green, C. Shawn; Bavelier, Daphne (Psychological Bulletin, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1037/bul0000130 4804264:V8VYQ8GY
Keywords: Final_citation; cited; existing

How Can Education Systems Structure Virtual Communities of Practice for Teachers Most Effectively? - Bedoya, Guadalupe; Belyakova, Yulia; Cilliers, Jacobus; Deeb, Antoine; Evans, David K; Jeon, Youngkwang; Kelly, Emma (2022)
Keywords: ⛔ No DOI found

The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it - Beeharry, Girindre (International Journal of Educational Development, 2021)
Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.
Keywords: Foundational learning; Foundational literacy and numeracy; Global education; Global education architecture

Strengthening Teaching Accountability to Reach All Students - Beg, Sabrin; Fitzpatrick, Anne; Lucas, Adrienne; Tsinigo, Edward (IPA Ghana, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8NHBI6R4
Keywords: C:Ghana; _C:Ghana GHA; ⛔ No DOI found

Do Conditional Cash Transfers for Schooling Generate Lasting Benefits? A Five-Year Followup of PROGRESA/Oportunidades. - Behrman, Jere R.; Parker, Susan W.; Todd, Petra E. (Journal of Human Resources, 2011)
Keywords: ❓ Multiple DOI

Bitcoin price evolution versus energy consumption; trend analysis - Bejan, Crina Anina; Bucerzan, Dominic; Crăciun, Mihaela Daciana (Applied Economics, 2023)
Digital technology developments shape the behaviour, performances, standards of society, organizations and individuals imposing new ways of payments and new forms of money. In this environment in 2008 was developed a new type of currency, namely Bitcoin. Cryptocurrency, as this new form of money has been generically called, puts pressure on the traditional concept of money. Today, the economic value of cryptocurrencies is attested by their circulation and acceptance by user communities for trade. However, establishing this value raises debates in the literature. The research from this paper investigates and analyses if there is a strong enough connectedness between Bitcoin price evolution and energy consumption tendency (for mining), to influence Bitcoin value. Public data from January 2014 to July 2021 is used. An Artificial Neural Network (ANN) was used to study and predict the tendency of Bitcoin price and energy consumption. A comparison between the forecasting trend and the real trend (the evolution of energy consumption and Bitcoin price) was made. The conducted research starts with a quantitative one and ends with a qualitative one (trends). The obtained results show that qualitatively, there is a good correlation between monthly average values of BTC prices and electricity consumption for mining.
Publisher: Routledge _eprint: https://doi.org/10.1080/00036846.2022.2097194
Keywords: Artificial Neural Network (ANN); B23; C53; Cryptocurrency; E37; bitcoin; blockchain; energy consumption

Building on Solid Foundations: Prioritizing Universal, Early, Conceptual and Procedural Mastery of Foundational Skills - Belafi, Carmen; Hwa, Yue-Yi; Kaffenberger, MIchelle (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/021 2129771:YPURBMKV

How newly qualified primary teachers develop: A case study in rural Eritrea - Belay, Abraham; Ghebreab, Freweini; Ghebremichael, Tewolde; Ghebreselassie, Asmerom; Holmes, John; White, Goodith (International Journal of Educational Development, 2007)
This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed. It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.10.018 2129771:DQPX3SCS
Keywords: African education; Educational quality; Rural education; Teacher development; __C:filed:1

COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia. - Belay, Degwale Gebeyehu (Pedagogical Research, 2020)
Publisher: ERIC

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:7PSBTMG4 2339240:GMMKRGS8 2405685:79GPUNG4
Keywords: _C:Sierra Leone SLE

Development of an emergency nursing training curriculum in Ghana - Bell, Sue Anne; Oteng, Rockefeller; Redman, Richard; Lapham, Jeremy; Bam, Victoria; Dzomecku, Veronica; Yakubu, Jamila; Tagoe, Nadia; Donkor, Peter (International Emergency Nursing, 2014)
Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ienj.2014.02.002 10/f6vv27 2129771:UFJJIVJS 2317526:5WYR796J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:outcomes; F:teaching; P:health; P:media; P:nurse; Q:diploma; T:Training; Z:Curriculum; Z:Emergency Nursing; Z:Sub-Saharan Africa; Z:Training; _C:Ghana GHA; __C:filed:1; publicImportV1

CS Unplugged—How Is It Used, and Does It Work? - Bell, Tim; Vahrenhold, Jan (Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications, 2018)
Computer Science Unplugged has been used for many years as a way to communicate concepts from computer science to audiences in a variety of settings. Despite its widespread use, there is relatively little systematic evaluation of its eﬀectiveness. In this paper we review what (Computer Science) Unplugged means, and the many contexts in which it has been used, as it started as an outreach tool, and then found its way into other contexts such as teacher training, and more recently into the classroom to support a formal curriculum. Formal evaluations of using Computer Science Unplugged as an approach to teaching the subject of computer science are reviewed, and we also reﬂect on the complex considerations that lie behind the development of activities and puzzles that are simple enough for school students to use.
Series Title: Lecture Notes in Computer Science

COVID-19: An Accelerated Learning Challenge for Developing & Developed Countries Alike - Bella, Professor Hassan (Sudan Journal of Medical Sciences (SJMS), 2020)
Covid-19 is the fastest evolving and most horrific pandemic in the recent global history. It is perhaps the greatest and most daunting challenge humanity has faced since World War II and could bring on so many sequelae and a ‘recession with no parallel in the recent past’ [1]. The editors of the Sudan Journal of Medical Sciences have commissioned this timely issue of the journal to assess the implications of this unprecedented event on Sudan’s healthcare sector. Researching the literature for the purpose of this editorial, using Google Scholar and other authentic search engines, produced a seemingly infinite number of titles. Never in my career as medical teacher and researcher I have encountered such a vast volume of literature produced on one subject in such a very short time.
KerkoCite.ItemAlsoKnownAs: 10.18502/sjms.v15i5.6880 2129771:EHS6HGCQ 2339240:7ENNWCFG 2486141:YXYXMBFN
Keywords: _AcademicRecoveryOECS

Instructional Scaffolding: Foundations and Evolving Definition - Belland, Brian R. (Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence, 2017)
This chapter covers the definition of instructional scaffolding, as well as its theoretical bases, and how those bases are reflected in computer-based scaffolding. Computer-based scaffolding is defined as a computer-based tool that extends and enhances student capabilities as students engage with authentic and ill-structured tasks. Despite its original atheoretical nature, scaffolding was linked to many theoretical frameworks, including activity theory, Adaptive Character of Thought-Rational (ACT-R), and knowledge integration. This variation in theoretical frameworks has led to differing scaffolding strategies (e.g., fading, adding, and fading/adding strategies) and overall scaffolding approaches. These are described in depth in this chapter.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-02565-0_2 2129771:NTB6B9A3 2486141:6KDCBAUY
Keywords: ACT-R; Activity theory; Adding; Computer-based scaffolding; Contingency; Design of scaffolding; Dynamic assessment; Fading; Fading/adding; Intelligent tutoring systems; Intersubjectivity; Knowledge integration; One-to-one scaffolding; Peer scaffolding

A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education - Belland, Brian R.; Walker, Andrew E.; Kim, Nam Ju (Review of Educational Research, 2017)
Computer-based scaffolding provides temporary support that enables students to participate in and become more proficient at complex skills like problem solving, argumentation, and evaluation. While meta-analyses have addressed between-subject differences on cognitive outcomes resulting from scaffolding, none has addressed within-subject gains. This leaves much quantitative scaffolding literature not covered by existing meta-analyses. To address this gap, this study used Bayesian network meta-analysis to synthesize within-subjects (pre-post) differences resulting from scaffolding in 56 studies. We generated the posterior distribution using 20,000 Markov Chain Monte Carlo samples. Scaffolding has a consistently strong effect across student populations, STEM (science, technology, engineering, and mathematics) disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional models (exception: inquiry-based learning and modeling visualization) and educational levels (exception: secondary education). Results also indicate some promising areas for future scaffolding research, including scaffolding among students with learning disabilities, for whom the effect size was particularly large (ḡ = 3.13).
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654317723009 2129771:57B2KQ9C 2486141:EHUMD849
Keywords: Bayesian network meta-analysis; STEM; cognitive tutor; intelligent tutoring systems; problem-centered instruction; scaffold

Making progress with the automation of systematic reviews: principles of the International Collaboration for the Automation of Systematic Reviews (ICASR) - Beller, Elaine; Clark, Justin; Tsafnat, Guy; Adams, Clive; Diehl, Heinz; Lund, Hans; Ouzzani, Mourad; Thayer, Kristina; Thomas, James; Turner, Tari; Xia, Jun; Robinson, Karen; et al. (Systematic Reviews, 2018)
Systematic reviews (SR) are vital to health care, but have become complicated and time-consuming, due to the rapid expansion of evidence to be synthesised. Fortunately, many tasks of systematic reviews have the potential to be automated or may be assisted by automation. Recent advances in natural language processing, text mining and machine learning have produced new algorithms that can accurately mimic human endeavour in systematic review activity, faster and more cheaply. Automation tools need to be able to work together, to exchange data and results. Therefore, we initiated the International Collaboration for the Automation of Systematic Reviews (ICASR), to successfully put all the parts of automation of systematic review production together. The first meeting was held in Vienna in October 2015. We established a set of principles to enable tools to be developed and integrated into toolkits.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-018-0740-7 2129771:UVC9AI9S 2486141:HS3YSTZS 2486141:LXFVPM4S
Keywords: Automation; Collaboration; Systematic review; _TBC for use ailr-2024

COVID-19 and education: restructuring after the pandemic - Bellini, Maria Irene; Pengel, Liset; Potena, Luciano; Segantini, Luca; Group, ESOT COVID-19 Working (Transplant International, 2021)
COVID-19 challenges to keep a valuable educational offer with lockdown measures and social distancing are reviewed. Scientific Societies had to think of new alternatives to maintain meetings with conversion to a virtual format and development of online resources, rapidly available and broadly accessible. Other in person activities as face-to-face clinics have been substituted by telemedicine; the same happened with surgical training in theatre, given the suspension of most of the operations. Finally, the need to share and communicate in a continuous evolving scenario, has impacted negatively the integrity of peer review process, not following the normal procedures to ensure scientific integrity and reproducibility in the earliest phases of the pandemic.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/tri.13788 KerkoCite.ItemAlsoKnownAs: 10.1111/tri.13788 2129771:9PEEZPV5 2129771:XYU7E8M5
Keywords: COVID-19; _genre:LR-literature_review; education; pandemic; telemedicine; webinar

Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. - Belotto, Michael J. (The Qualitative Report, 2018)
KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2018.3492 2405685:5N7JRUCZ 2534378:6EM4AA2V 2534378:EHPTTHWF
Keywords: ___working_potential_duplicate

Challenges of Curtin-AVU-AAU Distance Learning Program in Ethiopia: A Case Study - Belwal, Rakesh; Dawit Ayalew Kassa; Medhanie Gaim Asgedom (MERLOT Journal of Online Learning and Teaching, 2010)
Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future.
KerkoCite.ItemAlsoKnownAs: 2129771:9ZJBUJR4 2317526:4T9GN28B
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:outcomes; P:technology; Q:distance learning; Q:higher education; R:case study; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; T:distance learning program; Z:Alliances; Z:Distance learning; Z:Education reform; Z:Market entry; Z:Qualitative research; Z:Technological change; __C:filed:1; publicImportV1; ⛔ No DOI found

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis - Benavides-Varela, Silvia; Callegher, Claudio Zandonella; Fagiolini, Barbara; Leo, Irene; Altoè, Gianmarco; Lucangeli, Daniela (Computers & Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103953 4804264:6L4XX3L3
Keywords: Final_citation; cited; existing

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis - Benavides-Varela, Silvia; Zandonella Callegher, Claudio; Fagiolini, Barbara; Leo, Irene; Altoè, Gianmarco; Lucangeli, Daniela (Computers & Education, 2020)
The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based in terventions generally improved mathematical performance (mean ES ¼ 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103953 2129771:LM4QWEVI 2486141:X5V4U994 4820891:LNZPX8UL
Keywords: Mathematics; SEND; _Import_to_OpenDevEd_EvLib; learning difficulties

Digital Transformation in Higher Education Institutions: A Systematic Literature Review - Benavides, Lina María Castro; Tamayo Arias, Johnny Alexander; Arango Serna, Martín Darío; Branch Bedoya, John William; Burgos, Daniel (Sensors, 2020)
Higher education institutions (HEIs) have been permeated by the technological advancement that the Industrial Revolution 4.0 brings with it, and forces institutions to deal with a digital transformation in all dimensions. Applying the approaches of digital transformation to the HEI domain is an emerging field that has aroused interest during the recent past, as they allow us to describe the complex relationships between actors in a technologically supported education domain. The objective of this paper is to summarize the distinctive characteristics of the digital transformation (DT) implementation process that have taken place in HEIs. The Kitchenham protocol was conducted by authors to answer the research questions and selection criteria to retrieve the eligible papers. Nineteen papers (1980–2019) were identified in the literature as relevant and consequently analyzed in detail. The main findings show that it is indeed an emerging field, none of the found DT in HEI proposals have been developed in a holistic dimension. This situation calls for further research efforts on how HEIs can understand DT and face the current requirements that the fourth industrial revolution forced.
Number: 11 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: digital transformation; digitalization; higher education institution; systematic literature review; university

Education for All 2000–2015: The Influence of Global Interventions and Aid on EFA Achievements - Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine; Joshi, Priyadarshani; Blanchy, Nihan Koseleci; Longlands, Helen; McWilliam, Alasdair; Zubairi, Asma (The Handbook of Global Education Policy, 2016)

Education for All 2000–2015: Review and perspectives - Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine; Joshi, Priyadarshani; Köseleci Blanchy, Nihan; Longlands, Helen; McWilliam, Alasdair (ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 2015)
Keywords: ⛔ No DOI found

Education Finance Watch 2023 - Bend, May; Hu, Yitong; Pan, Yilin; Patrinos, Harry Anthony; Poulsen, Thomas; Rivera-Olvera, Angelica; Tanaka, Nobuyuki; Antoninis, Manos; Murakami, Yuki; Benveniste, Luis (2023)
Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 4804264:PKCWD2GS
Keywords: Final_citation; ⛔ No DOI found

Methods for evidence synthesis in the case of very few studies - Bender, Ralf; Friede, Tim; Koch, Armin; Kuss, Oliver; Schlattmann, Peter; Schwarzer, Guido; Skipka, Guido (Research Synthesis Methods, 2018)
In systematic reviews, meta-analyses are routinely applied to summarize the results of the relevant studies for a specific research question. If one can assume that in all studies the same true effect is estimated, the application of a meta-analysis with common effect (commonly referred to as fixed-effect meta-analysis) is adequate. If between-study heterogeneity is expected to be present, the method of choice is a meta-analysis with random effects. The widely used DerSimonian and Laird method for meta-analyses with random effects has been criticized due to its unfavorable statistical properties, especially in the case of very few studies. A working group of the Cochrane Collaboration recommended the use of the Knapp-Hartung method for meta-analyses with random effects. However, as heterogeneity cannot be reliably estimated if only very few studies are available, the Knapp-Hartung method, while correctly accounting for the corresponding uncertainty, has very low power. Our aim is to summarize possible methods to perform meaningful evidence syntheses in the situation with only very few (ie, 2-4) studies. Some general recommendations are provided on which method should be used when. Our recommendations are based on the existing literature on methods for meta-analysis with very few studies and consensus of the authors. The recommendations are illustrated by 2 examples coming from dossier assessments of the Institute for Quality and Efficiency in Health Care.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/jrsm.1297
Keywords: common effect; evidence synthesis; fixed effects; meta-analysis; random effects; very few studies

LagunTest: A NLP Based Application to Enhance Reading Comprehension - Bengoetxea, Kepa; Gonzalez-Dios, Itziar; Aguirregoitia, Amaia (Proceedings of the 1st Workshop on Tools and Resources to Empower People with REAding DIfficulties (READI), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:USC7Z59C
Keywords: _C:Belgium BEL; _C:Catalan Republic XCATA; _C:France FRA; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Teacher Management in Refugee Settings: Ethiopia. - Bengtsson, Stephanie; Fitzpatrick, Rachael; Hinz, Katja; MacEwen, Leonora; Naylor, Ruth; Riggall, Anna; West, Helen (Education Development Trust, 2020)
ISBN: 1912610035 Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:KJE7FC2F
Keywords: _C:Burkina Faso BFA; _C:Burundi BDI; _C:Chad TCD; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Cuba CUB; _C:Djibouti DJI; _C:Eritrea ERI; _C:Ethiopia ETH; _C:France FRA; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Lebanon LBN; _C:Norway NOR; _C:Rwanda RWA; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Yemen YEM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Turning a shove into a nudge? A" labeled cash transfer" for education - Benhassine, Najy; Devoto, Florencia; Duflo, Esther; Dupas, Pascaline; Pouliquen, Victor (American Economic Journal: Economic Policy, 2015)

Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education - Benigno, Vincenza; Caruso, Giovanni; Epifania, Marina Ottavia; Fante, Chiara; Ravicchio, Fabrizio; Trentin, Guglielmo (ICERI2017 Proceedings, 2017)
Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé & Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler & Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.
00000 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1312 10/gdm2ts 2129771:HE7QTZR8 2129771:KWSQ5QZS 2129771:LKSPGFSP 2129771:QPWDTFS8 2129771:T2MY6M9C 2129771:W9JUIT8E
Keywords: _C:Italy ITA; _C:Trinidad and Tobago TTO; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Teacher Motivation in Sub-Saharan Africa and South Asia - Bennell, Paul; Akyeampong, Kwame (DfID London, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:242EHRP6 2129771:5XS5KY3U 2129771:N5KTN9CE 2339240:4YDHY6PL 2405685:25GLFYDL 4556019:J65GX7JX
Keywords: C:sub-Saharan Africa and South Asia; _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Chad TCD; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Madagascar MDG; _C:Malawi MWI; _C:Mali MLI; _C:Mauritania MRT; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:Nicaragua NIC; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Impact of the Aids Epidemic on Primary and Secondary School Teachers and University Staff in Malawi.“ - Bennell, Paul; Kadzamira, Esme (University of Sussex, Brighton, UK, 2002)
KerkoCite.ItemAlsoKnownAs: 2129771:ELKJXNCL 4752638:PRW8AF9C
Keywords: _C:Malawi MWI; ⛔ No DOI found

Artisan training and employment outcomes in Tanzania - Bennell, Paul; Mukyanuzi, Faustin; Kasogela, Maurice; Mutashubirwa, Francis; Klim, Mikkel (Compare: A Journal of Comparative and International Education, 2006)
Studies have shown that artisan training courses in Africa are not cost-effective, and do not improve quality of life. The studies on artisanship education and their effects are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1080/03057920500382358 10/cq4xfd 2129771:7QPDWE5E 2317526:YYFGAN4J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:outcomes; P:artist; P:crafts; Survey; T:Training; Z:Craftsmen; Z:Feasibility studies; Z:Occupational training; Z:Quality of life; __C:filed:1; publicImportV1

Permanent Exclusion Experiences of Black Girls in the UK - Bennett, Gemma (University of Exeter)

Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice - Bennett, Sue; Lockyer, Lori; Agostinho, Shirley (British Journal of Educational Technology, 2018)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:BDBNETQY 2129771:TSQR3UF8

Period teasing, stigma and knowledge: A survey of adolescent boys and girls in Northern Tanzania - Benshaul-Tolonen, Anja; Aguilar-Gomez, Sandra; Heller Batzer, Naomi; Cai, Rebecca; Nyanza, Elias Charles (PloS one, 2020)
Publisher: Public Library of Science San Francisco, CA USA KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0239914 2129771:PR524GTH
Keywords: _yl:b

Pupil absenteeism, measurement, and menstruation: Evidence from western Kenya - Benshaul-Tolonen, Anja; Garazi, Zulaika; Nyothach, Elizabeth; Oduor, Clifford; Mason, Linda; Obor, David; Alexander, Kelly T.; Laserson, Kayla F.; Phillips-Howard, Penelope A. (CDEP-CGEG WP, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:ZMD7KKI6
Keywords: ⛔ No DOI found

Sanitary products, absenteeism and psychosocial well-being: Evidence from a three-arm cluster randomized controlled feasibility study in Western Kenya - Benshaul-Tolonen, Anja; Zulaika, Garazi; Nyothach, Elizabeth; Odour, Clifford; Mason, Linda; Obor, David; Alexander, Kelly T.; Laserson, Kayla F.; Phillips-Howard, Penelope A. (Columbia Center for Development Economics and Policy, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:WWME5LQ4
Keywords: ⛔ No DOI found

Measuring menstruation-related absenteeism among adolescents in low-income countries - Benshaul-Tolonen, Anja; Zulaika, Garazi; Sommer, Marni; Phillips-Howard, Penelope A. (The Palgrave handbook of critical menstruation studies, 2020)
Publisher: Palgrave Macmillan, Singapore KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-0614-7_52 2129771:4YDEUNNM
Keywords: _yl:b

Teaching in Cambodia - Benveniste, Luis; Marshall, Jeffery; Araujo, M. Caridad (World Bank, 2008)
This report aims to address some of the Ministry of Education, Youth and Sport's (MoEYS) specific concerns in the area of teacher civil service reform as it considers alternatives for the next phase of Cambodia's educational development. This study uses the most recent empirical data to document the most salient trends around Cambodian teachers: their attributes, the characteristics of their jobs relative to those of other professionals, and their working conditions, as well as aggregate data on how the teaching profession is responding to the demands of a rapidly growing school system. This report also reviews the most important policies that affect teachers' salaries, contracts and incentives to join the profession and remain in it. It also provides observational data of teacher classroom performance and attendance, while linking student academic outcomes to teaching inputs. The objective of this study is to inform the dialogue around policy reforms that may affect the education sector, the civil service, and teachers in particular.
Accepted: 2012-06-14T19:08:18Z
Keywords: Attendance; Civil Service; Classroom Performance; Contracts; Educational Development; Incentives; Salaries; School System; Teachers; Working Conditions

Access to Technology for School Leaders and Teachers in Sierra Leone - Beoku-Betts, Iman (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10459346 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1069 ZenodoArchiveConcept: 10459345
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher Deployment in Sierra Leone: Lessons learnt and moving forward - Beoku-Betts, Iman (EdTech Hub, 2023)
This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061

Remote Supervision Options for School Quality Assurance Officers - Beoku-Betts, Iman; Ampofo, Rudolph; Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10459329 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1068 ZenodoArchiveConcept: 10459328
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

EdTech Horizon Scan: Blockchain technology in education - Beoku-Betts, Iman; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org
10.53832/edtechhub.0101

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392532 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1014 ZenodoArchiveConcept: 8392531
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (EdTech Hub, 2023)
Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521375 ZenodoArchiveConcept: 7521374

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan, Leh Wi Lan (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/

Using technology to support teacher continuous professional development in Sierra Leone - Beoku-Betts, Iman; Plaut, Daniel; Tanweer, Rabia (2022)

Ethical Guidelines for Educational Research, fourth edition - BERA (BERA, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LGHU5B6B 2486141:6J3EPYKA

Ethics and guidance - BERA
KerkoCite.ItemAlsoKnownAs: 2129771:QM8XEN2J 2317526:DQ7TZ4BL

How do higher education institutions promote sustainable development? A literature review - Berchin, Issa Ibrahim; de Aguiar Dutra, Ana Regina; Guerra, José Baltazar Salgueirinho Osório de Andrade (Sustainable Development, 2021)
Higher education institutions (HEIs) have a fundamental role in transforming societies aimed at a more sustainable future. Through knowledge creation and dissemination, research, education and outreach, institutions of higher education lead the path towards sustainable development. The aim of this paper is to identify, based on a review of the literature, how HEIs promote sustainable development. An analysis of both international declarations and the scientific literature on education for sustainable development shows that emphasis is given to discussions on development, education, research, and training. This highlights the need for a stronger role of universities to promote sustainable development paths, expanding and disseminating knowledge, building capacity through training, and working with local communities to increase their resilience.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/sd.2219
Keywords: education for sustainable development; environmental education; higher education institutions; sustainable development

Research commentarydata-driven computationally intensive theory development - Berente, N.; Seidel, S; Safadi, H. (Information Systems Research, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2018.0774 2129771:DE23HQD4 2129771:VR9R2YEZ 2405685:YYPVZ3MY 2486141:Q2QSCZPT
Keywords: _Added-ailr-2024

Community & Family Engagement. Principals Share What Works - Berg, Amy C; Melaville, Atelia; Blank, Martin J; Coalition for Community Schools, DC, Washington; National Association of Secondary School Principals, VA, Reston; National Association of Elementary School Principals, DC, Washington (Distributed by ERIC Clearinghouse, 2006)
This paper explores ways in which principals of community schools–and other principals who, though they may not yet identify their schools as community schools, are responding in a very similar manner–work successfully with community partners, families, and other key stakeholders to improve student outcomes. By reflecting on the topic from the perspective of principals, the text offers insights about why they engage community, why doing so is hard, and what strategies and approaches they find most effective. This information could be valuable to principals who devote their energy and passion to the education of America's children. It also will inform the work of school systems, which must support their principals in this work, and of those involved in developing the next generation of principals. (Contains 5 figures and 20 notes.) [This report sponsored by the MetLife Foundation.].
OCLC: 1065114947 KerkoCite.ItemAlsoKnownAs: 2129771:KZ5HUN3B 2486141:8SGCSKC7

Uncertainty and Decision-Making During a Crisis: How to Make Policy Decisions in the COVID-19 Context? - Berger, Loic; Berger, Nicolas; Bosetti, Valentina; Gilboa, Itzhak; Hansen, Lars Peter; Jarvis, Christopher; Marinacci, Massimo; Smith, Richard (SSRN Electronic Journal, 2020)
Policymaking during a pandemic can be extremely challenging. As COVID-19 is a new disease and its global impacts are unprecedented, decisions need to be made in a highly uncertain, complex and rapidly changing environment. In such a context, in which human lives and the economy are at stake, we argue that using ideas and constructs from modern decision theory, even informally, will make policymaking more a responsible and transparent process.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3647188 2129771:U93D8KC7 2129771:YWVRDJSL
Keywords: __C:filed:1; ambiguity; decision rules; model uncertainty; robustness

Literacy, Equity, and the Employment of iPads in the Classroom: A Comparison of Secure and Developing Readers - Bergeson, Kristi Tamte; Rosheim, Kay (International Journal of Education in Mathematics, Science and Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.18404/ijemst.408940 10/gf62gh 2129771:9W2VI77W 2129771:SFSI8HTY
Keywords: _C:France FRA; __C:filed:1; __C:scheme:1; verified

Assessing the impact of the trauma team training program in Tanzania - Bergman, Simon; Deckelbaum, Dan; Lett, Ronald; Haas, Barbara; Demyttenaere, Sebastian; Munthali, Victoria; Mbembati, Naboth; Museru, Lawrence; Razek, Tarek; Razek, Tarek (Journal of Trauma - Injury, Infection and Critical Care, 2008)
BACKGROUND:: In sub-Saharan Africa, injury is responsible for more deaths and disability-adjusted life years than AIDS and malaria combined. The trauma team training (TTT) program is a low-cost course designed to teach a multidisciplinary team approach to trauma evaluation and resuscitation. The purpose of this study was to assess the impact of TTT on trauma knowledge and performance of Tanzanian physicians and nurses; and to demonstrate the validity of a questionnaire assessing trauma knowledge. METHODS:: This is a prospective study of physicians and nurses from Dar es Salaam undergoing TTT (n ≤ 20). Subjects received a precourse test and, after the course, an alternate postcourse test. The equivalence and construct validity of these 15-item multiple-choice questionnaires was previously demonstrated. After the course, subjects were divided into four teams and underwent a multiple injuries simulation, which was scored with a trauma resuscitation simulation assessment checklist. A satisfaction questionnaire was then administered. Test data are expressed as median score (interquartile ratio) and were analyzed with the Wilcoxon's signed rank test. RESULTS:: After the TTT course, subjects improved their scores from 9 (5-12) to 13 (9-13), p ≤ 0.0004. Team performance scores for the simulation were all >80%. Seventy-five percent of subjects were very satisfied with TTT and 90% would strongly recommend it to others and would agree to teach future courses. CONCLUSIONS:: After completion of TTT, there was a significant improvement in trauma resuscitation knowledge, based on results from a validated questionnaire. Trauma team performance was excellent when assessed with a novel trauma simulation assessment tool. Participants were very supportive of the course. © 2008 by Lippincott Williams & Wilkins.
KerkoCite.ItemAlsoKnownAs: 10.1097/ta.0b013e318184a9fe 10/bzcnz5 2129771:4RXGG6YM 2317526:3CVSJFSZ
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; F:assessment; F:disability; P:media; P:nurse; R:evaluation; R:impact; R:questionnaire; T:Training; Z:Education; Z:Team assessment; Z:Trauma team training; __C:filed:1; publicImportV1

Participatory Research Methods: A Methodological Approach in Motion - Bergold, Jarg; Thomas, Stefan (Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 2012)
This article serves as an introduction to the FQS special issue "Participatory Qualitative Research." In recent years there has been a resurgence of interest in participatory research strategies. The articles in this special issue come from different disciplines. Against the background of concrete empirical research projects, they address numerous conceptual considerations and methodological approaches. After reading the contributions, and engaging with the authors' arguments, we were prompted to focus in particular on those areas in which further work needs to be done. They include, on the one hand, fundamental principles of participatory research, such as democratic-theory considerations, the concept of "safe space," participation issues, and ethical questions. And, on the other hand, we focus on practical research considerations regarding the role and tasks of the various participants; specific methodological approaches; and quality criteria—understood here in the sense of arguments justifying a participatory approach. Our aim is to stimulate a broad discussion that does not focus only on participatory research in the narrower sense. Because participatory methodology poses certain knowledge- and research-related questions in a radical way, it has the potential to draw attention to hitherto neglected areas in qualitative methodology and to stimulate their further development.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201302
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.17169/fqs-13.1.1801 2129771:UHLQGFHH
Keywords: academic requirements; degrees of participation; ethical norms; focus group; interview; marginalization; participatory research methods; quality criteria; reflexivity; safe space; subjectivity

Improving adult learning and professional development in a post-conflict area: The case of Cambodia - Berkvens, Jan; Kalyanpur, Maya; Kuiper, Wilmad; Akker, Jan (International Journal of Educational Development, 2012)
All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.008 2129771:KWUU9EMN
Keywords: _C:Cambodia KHM; _C:Ghana GHA; _C:Laos LAO; _C:Netherlands NLD; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

The Effect of Pre-Primary Education on Primary School Performance. - Berlinski, S.; Galiani, S.; Gertler, P. (Journal of Public Economics, 2009)
Keywords: ⛔ No DOI found

Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. - Berlinski, Samuel; Busso, Matias (Economics Letters, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:QSDP54R9 2129771:RDE3NG42

Reducing parent‐school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile - Berlinski, Samuel; Busso, Matias; Dinkelman, Taryn; Martinez, Claudia (Unpublished Manuscript, 2016)

Giving Children a Better Start: Preschool Attendance and School-Age Profiles. - Berlinski, Samuel; Galiani, Sebastian; Manacorda, Marco (Journal of Public Economics, 2008)

(untitled) - Berlinski; Busso (2017)

How Does Enriched Differentiated Small-Group Instruction At The Middle-School Level Accelerated Learning And Promote Community? - Bernard, Kathleen (School of Education Student Capstone Projects, 2019)
The question addressed in this capstone project was guided by the demanding need for customized differentiated enriched learning experiences at the middle-school level. It documents why providing customized enriched learning experiences through small-group instruction for all students is necessary to help close educational opportunity gaps, improve academic growth and to create stronger communities of understanding and connectedness. It is founded in the learning and understanding of differentiation and self-determination theory. The frame of the project guides middle-school teachers through the process of understanding the importance of small-group instruction, provides them with structural classroom framework options and cultivates time for collaboration to develop enriched differentiated learning experiences. The goal is to strengthen classroom learning communities, but also collaborative professional learning communities.
KerkoCite.ItemAlsoKnownAs: 2129771:2ZWX6ZT9 2339240:TQG5SN5G 2486141:GHY2IH8C
Keywords: Pedagogy; _AcademicRecoveryOECS; ⛔ No DOI found

A meta-analysis of blended learning and technology use in higher education: from the general to the applied - Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Tamim, Rana M.; Abrami, Philip C. (Journal of Computing in Higher Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/s12528-013-9077-3 4804264:YCCEMWHU
Keywords: Final_citation; cited; existing

Gauging the Effectiveness of Educational Technology Integration in Education: What the Best-Quality Meta-Analyses Tell Us - Bernard, Robert; Borokhovski, Eugene; Schmid, Richard; Tamim, Rana (Learning, design, and technology, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-17727-4_109-2 4804264:2AKTH3EF 4804264:ARF2RY6Q 4804264:BQR9B3I7
Keywords: Final_citation; anystyle; existing

Systematic review approaches for climate change adaptation research - Berrang-Ford, Lea; Pearce, Tristan; Ford, James D. (Regional Environmental Change, 2015)
Recent controversy has led to calls for increased standardization and transparency in the methods used to synthesize climate change research. Though these debates have focused largely on the biophysical dimensions of climate change, human dimensions research is equally in need of improved methodological approaches for research synthesis. Systematic review approaches, and more recently realist review methods, have been used within the health sciences for decades to guide research synthesis. Despite this, penetration of these approaches into the social and environmental sciences has been limited. Here, we present an analysis of approaches for systematic review and research synthesis and examine their applicability in an adaptation context. Customized review frameworks informed by systematic approaches to research synthesis provide a conceptually appropriate and practical opportunity for increasing methodological transparency and rigor in synthesizing and tracking adaptation research. This review highlights innovative applications of systematic approaches, with a focus on the unique challenges of integrating multiple data sources and formats in reviewing climate change adaptation policy and practice. We present guidelines, key considerations, and recommendations for systematic review in the social sciences in general and adaptation research in particular. We conclude by calling for increased conceptual and methodological development of systematic review approaches to address the methodological challenges of synthesizing and tracking adaptation to climate change.
openalex: W1999471080 mag: 1999471080 KerkoCite.ItemAlsoKnownAs: 10.1007/s10113-014-0708-7 2129771:Z2CBCEVJ 2486141:SZEVXNPN 5072953:4F7CCJFL 5072953:J7E3766Z 5440726:INAPMW93
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Systematic mapping of global research on climate and health: a machine learning review - Berrang-Ford, Lea; Sietsma, Anne J.; Callaghan, Max; Minx, Jan C.; Scheelbeek, Pauline FD; Haddaway, Neal R.; Haines, Andy; Dangour, Alan D. (The Lancet Planetary Health, 2021)
Background The global literature on the links between climate change and human health is large, increasing exponentially, and it is no longer feasible to collate and synthesise using traditional systematic evidence mapping approaches. We aimed to use machine learning methods to systematically synthesise an evidence base on climate change and human health. Methods We used supervised machine learning and other natural language processing methods (topic modelling and geoparsing) to systematically identify and map the scientific literature on climate change and health published between Jan 1, 2013, and April 9, 2020. Only literature indexed in English were included. We searched Web of Science Core Collection, Scopus, and PubMed using title, abstract, and keywords only. We searched for papers including both a health component and an explicit mention of either climate change, climate variability, or climate change-relevant weather phenomena. We classified relevant publications according to the fields of climate research, climate drivers, health impact, date, and geography. We used supervised and unsupervised machine learning to identify and classify relevant articles in the field of climate and health, with outputs including evidence heat maps, geographical maps, and narrative synthesis of trends in climate health-related publications. We included empirical literature of any study design that reported on health pathways associated with climate impacts, mitigation, or adaptation. Findings We predict that there are 15 963 studies in the field of climate and health published between 2013 and 2019. Climate health literature is dominated by impact studies, with mitigation and adaptation responses and their cobenefits and co-risks remaining niche topics. Air quality and heat stress are the most frequently studied exposures, with all-cause mortality and infectious disease incidence being the most frequently studied health outcomes. Seasonality, extreme weather events, heat, and weather variability are the most frequently studied climate-related hazards. We found major gaps in evidence on climate health research for mental health, undernutrition, and maternal and child health. Geographically, the evidence base is dominated by studies from high-income countries and China, with scant evidence from low-income counties, which often suffer most from the health consequences of climate change. Interpretation Our findings show the importance and feasibility of using automated machine learning to comprehensively map the science on climate change and human health in the age of big literature. These can provide key inputs into global climate and health assessments. The scant evidence on climate change response options is concerning and could significantly hamper the design of evidence-based pathways to reduce the effects on health of climate change. In the post-2015 Paris Agreement era of climate solutions, we believe much more attention should be given to climate adaptation and mitigation options and their effects on human health. FundingForeign, Commonwealth & Development Office.
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S2542-5196(21)00179-0 2129771:IDJZNM3S 2129771:QUG9TZFB 2129771:SXRZDSH6 2486141:TY6XRCLY 5072953:3WUMLRID 5072953:T5HTLW4W
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024

Systematic mapping of global research on climate and health: a machine learning review - Berrang-Ford, Lea; Sietsma, Anne J.; Callaghan, Max; Minx, Jan C.; Scheelbeek, Pauline FD; Haddaway, Neal R.; Haines, Andy; Dangour, Alan D. (The Lancet Planetary Health, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S2542-5196(21)00179-0 2129771:IDJZNM3S 2129771:SXRZDSH6 openalex: W3181294875
Keywords: openalex:n:1; openalex:yes

Ebola, Education And Innovation In Sierra Leone - Berry, Chris (DFID bloggers, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:WE6ZTJGI 2339240:Y4SENBBT 2405685:CYLG6GK7 2405685:DD7BMIBU
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Migration gerecht gestalten - Bertelsmann Stiftung (Hrsg.) (2015)
Wurde Migration früher meist als zusätzliche Bürde für Entwicklungsländer aufgefasst, rücken jetzt stärker ihre Potenziale für Entwicklung in den Blick. Dieser Paradigmenwechsel kann nur erfolgreich sein, wenn er auf allen politischen Handlungsebenen vollzogen und dabei die Perspektive erweitert wird: von den Interessen der Einwanderungsländer auf die der Migranten und der Auswanderungsländer.
KerkoCite.ItemAlsoKnownAs: 2129771:P4NQVCNA 2486141:7RFCELFF

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru - Bertoni, Eleonora; Elacqua, Gregory; Hincapie, Diana; Méndez, Carolina; Paredes, Diana (Inter-American Development Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 10.18235/0001977 2129771:L9UR6285 4556019:SVTALQW6
Keywords: C:Peru; _C:Peru PER

School Finance in Latin America: A Conceptual Framework and a Review of Policies - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Soares, Sammara; Santos, Humberto; Vegas, Emiliana (Education Division Social Sector: Inter-American Development Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:CNSRWMQC 2129771:RCB7Z72C
Keywords: ⛔ No DOI found

Three Principles to Support Teacher Effectiveness During COVID-19 - Beteille, Elaine Molina, Ezequiel Pushparatnam, Adelle Wilichowski, Tracy, Tara Ding (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/33775 2129771:IUPIP3FK 2129771:SYWCQ5YI
Keywords: CORONAVIRUS; COVID-19; EARLY CHILDHOOD EDUCATION; TEACHER TRAINING

A Systematic Review of One-to-One Access to Laptop Computing in K-12 Classrooms: An Investigation of Factors That Influence Program Impact - Bethel, Edward C. (2014)
KerkoCite.ItemAlsoKnownAs: 4804264:N69TQFF4
Keywords: Final_citation; anystyle; existing

Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities (Vol. 2) : main report (English) - Bethell, George (The World Bank Group, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:Q6AKLC6Z 2292089:DJH9ZZII 2486141:EU43P8YN
Keywords: Cited; RRQ1:High

The cascade model of teachers’ continuing professional development in Kenya: A time for change? - Bett, Harry Kipkemoi (Cogent Education, 2016)
Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institution-based models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.
KerkoCite.ItemAlsoKnownAs: 10.1080/2331186x.2016.1139439 10/gfw2mk 2129771:FCRTRLM8 261495:HKLWHCSJ

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya - Bett, Harry; Makewa, Lazarus (Asia-Pacific Journal of Teacher Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/1359866x.2018.1542662 4804264:SMY97FMW
Keywords: Final_citation; cited; existing

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya - Bett, Harry; Makewa, Lazarus (Asia-Pacific Journal of Teacher Education, 2020)
Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.
Publisher: Routledge _eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2405685:9BBCI3GD 2405685:9EFWDEUR 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY
Keywords: Content analysis; Education–Teaching Methods And Curriculum; English teachers; Facebook Groups; Kenya; Professional development; Social networks; Teacher education; Teachers; __:import:02; __:match:final; __:matched; __:study_id:2425933; __finaldtb; professional development

Improving the teaching of FLN: Insights from behavioral sciences - Better purpose (2022)
The Bill & Melinda Gates Foundation (BMGF) commissioned this report to draw insights on how the behavioral sciences could provide a lens to help us (1) better understand the problem of low foundational learning levels in low- and middle-income countries (LMICs) by shedding light on what influences teachers’ decision-making in the classroom, and (2) help shape solutions to improve foundational learning by supporting teachers to implement effective instructional practices.
Keywords: education

Social mobility landscape review - Full report - Better purpose
Keywords: education; social mobility

Social mobility landscape review - Summary report - Better purpose (2021)
Keywords: education

The science of learning - A summary of evidence about how children learn - Better purpose (2020)
Keywords: education

Are Educational Vouchers Only Redistributive? - Bettinger, E.; Kremer, M.; Saavedra, J.E. (CESifo Conference Center, 2008)
Keywords: ⛔ No DOI found

Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function - Bettinger, Eric; Fairlie, Robert; Kapuza, Anastasia; Kardanova, Elena; Loyalka, Prashant; Zakharov, Andrey (National Bureau of Economic Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.3386/w26967 2129771:3ZNZGUR9
Keywords: _genre:PR-primary_research; interesting

One Laptop Per Child at Home: Short-Term Impacts from a Randomized Experiment in Peru. - Beuermann, Diether W.; Cristia, Julian; Cueto, Santiago; Malamud, Ofer; Cruz-Aguayo, Yyannu (American Economic Journal: Applied Economics, 2015)
This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15)
KerkoCite.ItemAlsoKnownAs: 10.1257/app.20130267 2129771:67M2PPQA 2129771:BRQ3GBKQ
Keywords: ___duplicate_item

Screen Time Can Be Dangerous for Kids’ Mental & Physical Health - Beurkens, Nicole (2017)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:WBR6SFD7
Keywords: __C:filed:1

A sustainable economic revival plan for post-COVID-19 using machine learning approach–a case study in developing economy context - Bhanot, Neeraj; Ahuja, Jaya; Kidwai, Humaid Imran; Nayan, Ankit; Bhatti, Rajbir S. (Benchmarking: An International Journal, 2023)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-09-2021-0564 4804264:QYRECD3P
Keywords: Final_citation

What is implementation research? Rationale, concepts, and practices - Bhattacharyya, Onil; Reeves, Scott; Zwarenstein, Merrick (Research on Social Work Practice, 2009)
Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/1049731509335528 2129771:ZDBFMCNR 4869029:RVXIPV69

Dealing with online and blended education in modern challenging times - Bhutoria, Aditi (DECISION, 2022)
Publisher: Springer

Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model - Bhutoria, Aditi (Computers and Education: Artificial Intelligence, 2022)
The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100068 2129771:J4Q99UYW 2129771:MJJTLAUJ 2129771:SNQL9SJR
Keywords: Artificial intelligence; Big data; China; India; Personalized education; USA; _genre:LR-literature_review

Managerial practices and school efficiency: a data envelopment analysis across OECD and MENA countries using TIMSS 2019 data - Bhutoria, Aditi; Aljabri, Nayyaf (Large-scale Assessments in Education, 2022)
Publisher: Springer

Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018 - Bhutoria, Aditi; Aljabri, Nayyaf (Computers & Education, 2022)
Existing literature shows varying impacts of Information and Communication Technology (ICT) on learning outcomes depending on the type and quality of technology used. However, current research on the optimal level of ICT use for the cognitive development of students is scarce and has remained country-specific, primarily focusing on developed economies. This paper undertakes a cross-country comparison across 79 nations, investigating ICT use and its association with cognitive gain patterns as determined by reading, mathematics, and science test scores of 15-year-olds. The Programme for International Student Assessment (PISA) 2018 dataset collected by the Organisation of Economic Cooperation and Development (OECD) has been used by applying two-stage regression analysis. The first stage involves a three-level Hierarchical Linear Modeling (HLM) factoring for data nested at the student-, school-, and country-level. The second stage of the empirical model involves a heterogeneity analysis to evaluate variance in ICT use patterns across different groups of countries, clustered on the basis of their level of ICT development. The results show a positive impact of ICT engagement on the test scores of students across all the subjects. However, returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Furthermore, the heterogeneity analysis supports conspicuous diminishing patterns in ICT use irrespective of the economic status of the students. Cross-country comparisons show that diminishing returns to ICT use are more prominent in countries with well-developed ICT infrastructure than in less-developed ones. Where diminishing returns hold, excessive use of ICT in education is not an optimal choice, and significant cognitive gains can be achieved by using the complementarity between traditional learning techniques with ICT-based learning in different blended settings.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2022.104447 2129771:ETM3LPH2 2129771:QZSRV7RA 2129771:RPJ6C8FM
Keywords: Concave returns; Hierarchical linear modeling (HLM); Information and communication technology (ICT); Organisation of economic cooperation and development (OECD); Programme for international student assessment (PISA); _genre:PR-primary_research

SAI International School: In Pursuit of Academic Happiness - Bhutoria, Aditi; Mukhopadhyay, Bhaswati (2022)
Publisher: Indian Institute of Management Calcutta Case Research Center
Keywords: ⛔ No DOI found

Do financial education interventions for women from poor households impact their financial behaviors? Experimental evidence from India - Bhutoria, Aditi; Vignoles, Anna (Journal of Research on Educational Effectiveness, 2018)
Publisher: Taylor & Francis

Assessing the value-added effects of literacy collaborative professional development on student learning - Biancarosa, G.; Bryk, A.S.; Dexter, E.R. (The Elementary School Journal, 2010)

Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática - Biazus, Graziela Ferreira; Rieder, Carlos Roberto Mello (Revista Educação Especial, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5902/1984686X33317 2129771:BFN8WIS7
Keywords: _C:Austria AUT; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

10 Jahre Qualitätsmerkmale im Praxistest - BIBB (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:7RTWXJ87 2317526:RKNAFQCQ

Dual VET - Vocational Education and Training in Germany - BIBB (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:EETYC6L7 2317526:NJTTNWC2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Federal Institute for Vocational Education and Training (BIBB) - Germany - BIBB (BIBB - Tasks of the Inter-company vocational training centres)
Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.

GOVET - Tasks and objectives - BIBB
Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
Library Catalog: www.bibb.de KerkoCite.ItemAlsoKnownAs: 2129771:SJ976L83 2317526:22XM6GHJ

GOVET - Zentralstelle der Bundesregierung für internationale Berufsbildungskooperation - BIBB
Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
Library Catalog: www.bibb.de KerkoCite.ItemAlsoKnownAs: 2129771:TP38XRUP 2317526:A46P3SFA

Anerkennung in Deutschland - Anerkennungsportal - BIBB. Informationsportal (Anerkennung in Deutschland - Anerkennungsportal)
Anerkennung in Deutschland ist das offizielle Informationsportal zum Anerkennungsgesetz des Bundes. Das Portal informiert über die Verfahren zur Anerkennung von ausländischen Berufsabschlüssen in Deutschland.
KerkoCite.ItemAlsoKnownAs: 2129771:YREXWP3D 2486141:2VZ6JQQS 2486141:EXM5VDW9

Work from Home after the COVID-19 Outbreak - Bick, Alexander; Blandin, Adam; Mertens, Karel (Social Science Research Network, 2020)
Based on rich novel survey data, we document that 35.2 percent of the US workforce worked entirely from home in May 2020, up from 8.2 percent in February. Highly educated, high-income and white workers were more likely to shift to working from home and maintain employment following the pandemic. Individuals working from home daily before the pandemic lost employment at similar rates as daily commuters. This suggests that, apart from the potential for home-based work, demand conditions also mattered for job losses. We find that 71.7 percent of workers that could work from home effectively did so in May.
KerkoCite.ItemAlsoKnownAs: 2129771:R4WDM26D
Keywords: Adam Blandin; Alexander Bick; Karel Mertens; SSRN; Work from Home after the COVID-19 Outbreak

Students’ Perceived Heat-Health Symptoms Increased with Warmer Classroom Temperatures - Bidassey-Manilal, Shalin; Wright, Caradee Y.; Engelbrecht, Jacobus C.; Albers, Patricia N.; Garland, Rebecca M.; Matooane, Mamopeli (International Journal of Environmental Research and Public Health, 2016)
Temperatures in Africa are expected to increase by the end of the century. Heat-related health impacts and perceived health symptoms are potentially a problem, especially in public schools with limited resources. Students (n = 252) aged ~14–18 years from eight high schools completed an hourly heat-health symptom log over 5 days. Data loggers measured indoor classroom temperatures. A high proportion of students felt tired (97.2%), had low concentration (96.8%) and felt sleepy (94.1%) during at least one hour on any day. There were statistically significant correlations, when controlling for school cluster effect and time of day, between indoor temperatures ≥32 °C and students who felt tired and found it hard to breathe. Consistently higher indoor classroom temperatures were observed in classrooms constructed of prefabricated asbestos sheeting with corrugated iron roof and converted shipping container compared to brick classrooms. Longitudinal studies in multiple seasons and different classroom building types are needed.
Number: 6 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph13060566 2129771:FL8M9WN7 4682641:JTKBLJKU
Keywords: BE:RELEVANT; BE:temperature; South Africa; climate change; health; school; temperature

A study protocol to determine heat-related health impacts among primary schoolchildren in South Africa - Bidassey-Manilal, Shalin; Wright, Caradee Yael; Kapwata, Thandi; Shirinde, Joyce (International journal of environmental research and public health, 2020)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph17155531 2129771:DDZERB3C 4682641:JDAC6C9S 5072953:W7ZU7Q2P
Keywords: BE:LMIC; BE:RELEVANT

Machine learning for research on climate change adaptation policy integration: an exploratory UK case study - Biesbroek, Robbert; Badloe, Shashi; Athanasiadis, Ioannis N. (Regional Environmental Change, 2020)
Abstract Understanding how climate change adaptation is integrated into existing policy sectors and organizations is critical to ensure timely and effective climate actions across multiple levels and scales. Studying climate change adaptation policy has become increasingly difficult, particularly given the increasing volume of potentially relevant data available, the validity of existing methods handling large volumes of data, and comprehensiveness of assessing processes of integration across all sectors and public sector organizations over time. This article explores the use of machine learning to assist researchers when conducting adaptation policy research using text as data. We briefly introduce machine learning for text analysis, present the steps of training and testing a neural network model to classify policy texts using data from the UK, and demonstrate its usefulness with quantitative and qualitative illustrations. We conclude the article by reflecting on the merits and pitfalls of using machine learning in our case study and in general for researching climate change adaptation policy.
KerkoCite.ItemAlsoKnownAs: 2129771:JNR484W7 2129771:KNZKQHPI

Quest: Evaluation Report and Executive Summary - Biggart, Andy; Sloan, Seaneen; O'Hare, Liam; Miller, Sarah (Education Endowment Foundation, 2015)
Quest is a whole-year group approach to teaching English in Key Stage 3. Pupils are grouped according to their current level of reading comprehension, typically with smaller classes for the lowest attaining groups. Key components of the programme include: an emphasis on collaborative (or 'co-operative') learning; a requirement that participating teachers follow a consistent 'cycle of instruction'; and the use of formative assessment in every lesson. Pupil progress is reviewed every eight weeks, with results used as the basis for re-grouping the class. This project sought to assess the impact of Quest on Year 7 pupils' reading comprehension and was supplemented by a process evaluation that assessed programme implementation. Six schools followed the programme, and a further 13 participated in the evaluation. All participating teachers received two days training and extensive resources to be used as part of the approach, including lesson plans, graded texts and 'digitexts' (interactive texts). The programme was designed to be delivered in daily 60-minute lessons by all Year 7 English teachers, and run over the full school year. The study was one of 24 projects in a themed round on literacy catch-up at the primary-secondary transition. Key conclusions include: (1) The evaluation was unable to provide a secure estimate of the impact of Quest on reading comprehension outcomes among Year 7 pupils, primarily due to a high level of drop-out from the trial. (2) Few, if any, schools implemented the programme as designed, suggesting that substantial adaptation may be required if the approach is to gain wider adoption in English schools. (3) Some of the main barriers to successful implementation included: the difficulty in covering the expected material in a single school lesson; a perception of an insufficient focus on writing activities; and its adoption as a whole-year group intervention; (4) Many schools were positive about the range of resources provided by the programme and the co-operative learning aspects of the programme; and (5) Though it is not possible to draw a conclusive statement about the impact of the programme, on average, pupils who received the programme made less progress than those who did not. The evaluation adds limited evidence to a knowledge base of whole-year group approaches to reading interventions that involve co-operative learning, setting by ability, and concentrating most resources on those who are experiencing the greatest difficulties. Further work, taking into account feedback from teachers, is needed in order to adapt Quest to the English secondary school system. This includes reducing the amount of material to be covered in each lesson, and consideration of whether there is a need for more writing opportunities within the programme.
KerkoCite.ItemAlsoKnownAs: 2129771:V4AED23E 2486141:XATNUD4K
Keywords: _Added to LR; _G:reviewed

The Effects of Air Temperature to the Cognitive Performance of Grade Five Pupils - Bigueja, Myrna C.; Tabardillo, Rosemarie A.; Amoroso, Sheila E.; Tabardillo, Joselito D. (2022)
High temperature makes the children uneasy during classroom activities. This study examines the effect of air temperature to children‟s cognitive performance. The school profile was determined such as: the total number of teachers, number of enrollees, land area (sq.m.), number of buildings and number of trees was determined to support the analysis of the data collected. The respondents were the Top thirty (30) Grade V pupils from public city elementary school in the Bicol Region. The pen-and-paper test was administered using the standardized test question in Science V of forty (40) items. The examination was done in the room without ventilation at 9:00 O‟clock to 11 O‟clock in the morning. Outdoor and indoor air temperature was recorded. The temperature recorded in the seven Public Central City Elementary Schools ranged from 240C to 310C. The recorded temperature indicates that the air contains particulates or pollutants like CO2 resulting in high temperature. Future work is required to establish evidence based guidelines for average temperatures and CO2 levels in classrooms. Findings suggest that high ventilation rates and low temperatures are required to provide optimum health outcomes and learning conditions. Natural Ventilation is also recommended through planting more trees in school vicinity to provide fresher air.
KerkoCite.ItemAlsoKnownAs: 2129771:FU6YMJ8Z 4682641:84YTA4AD
Keywords: BE:RELEVANT; ⛔ No DOI found

Work-integrated learning for TVET lecturers: Articulating industry and college practices - Bijl, André van der; Taylor, Vanessa (Journal of Vocational, Adult and Continuing Education and Training, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:UVFWWSSX 2317526:CCAQJSZP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:LOW; -RRQ:M:final; C:South Africa; RRQ:other; __C:filed:1; publicImportV1; ⛔ No DOI found

The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq - Bilagher, M.; Kaushik, A. (International Review of Education, 2020)
Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world. © 2020, UNESCO Institute for Lifelong Learning and Springer Nature B.V.
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-020-09826-1 2129771:F5HNSUDK 2129771:W2GL66GM 2339240:JXBD4UFG 2486141:7XHG5265 2486141:VNMEZW44
Keywords: Accelerated Learning Programmes (ALPs); Evaluation; Iraq; LMIC; Marginalised; Sustainable Development Goal; Sustainable Development Goal (SDG) 4; United Nations; _AcademicRecoveryOECS; _Added to LR; _G:reviewed; access to education; education in (post-)conflict environments; education in emergencies; interview; learning; mixed; policy implementation; secondary education; survey; young population

Reconhecimento do trabalho de cuidado: o caso do Programa Expandido de Trabalhos Públicos na África do Sul - Bilo, Charlotte; others (International Policy Centre for Inclusive Growth, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:HJZ3AZIP 2317526:JDH9DFC9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:South Africa; CLL:pt; publicImportV1

Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature - Bingimlas, Khalid Abdullah (Eurasia Journal of Mathematics, science and technology education, 2009)
Publisher: Modestum KerkoCite.ItemAlsoKnownAs: 10.12973/ejmste/75275 4804264:WZGKG6R7
Keywords: Final_citation

Teacher Education at a Distance: Impact on Development in the Community - Binns, Felicity; Wrightson, Tony (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:YC4QXI68 2405685:3IPM5K7Y
Keywords: C:Low- and middle-income countries; _C:Canada CAN; _C:Egypt EGY; _C:Ghana GHA; _C:Guyana GUY; _C:Jamaica JAM; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mexico MEX; _C:New Zealand NZL; _C:Nigeria NGA; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms - Birch, Izzy (2020)
The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being
Accepted: 2021-01-15T11:26:39Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.005 2129771:I85V7ULU 4869029:QEXVGYCN

Early Marriage, Pregnancy and Girl Child School Dropout - Birchall, Jenny (2018)
The aim of this review was to present the recent evidence on the impact of early marriage and/or pregnancy on the rates of girl child drop out. It also synthesises evidence that focus on laws, policies and practices that force pregnant girls or new mothers out of school. Although early marriage and pregnancy are often linked to school dropout, evidence proving a direct and causal link is limited. This is because early marriage and pregnancy can be both the cause and consequence of dropping out of school. Girls certainly leave or are taken out of school because they are pregnant or married, but girls who have already dropped out of school are more likely to marry and/or become pregnant. There is a significant body of evidence looking at the links between early pregnancy (often outside of marriage) and school dropout in Sub-Saharan Africa, and there are some studies that consider the relationship between early marriage (and resulting early pregnancies) and school drop out in South Asia. While it is clear that early pregnancy and marriage play an important part in girl child school dropout, the different perimeters of available studies, combined with a lack of robust, comparable national data, and the fact that early marriage and pregnancy, as well as school dropout, are so interlinked with socioeconomic inequalities and unequal gender norms, means it is difficult to make simple causal assumptions about exactly how early marriage and pregnancy influence school dropout.
Accepted: 2019-01-17T15:09:30Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:PLMDELP4 4869029:9NFMXNI4
Keywords: ⛔ No DOI found

The Hospitals / Residents Problem with Couples: Complexity and Integer Programming Models - Biro, P.; Manlove, D. F.; McBride, I. (arXiv:1308.4534 [cs], 2014)
The Hospitals / Residents problem with Couples (HRC) is a generalisation of the classical Hospitals / Resident problem (HR) that is important in practical applications because it models the case where couples submit joint preference lists over pairs of (typically geographically close) hospitals. In this paper we give a new NP-completeness result for the problem of deciding whether a stable matching exists, in highly restricted instances of HRC. Further, we present an Integer Programming (IP) model for HRC and extend it the case where preference lists can include ties. Also, we describe an empirical study of an IP model or HRC and its extension to the case where preference lists can include ties. This model was applied to randomly generated instances and also real-world instances arising from previous matching runs of the Scottish Foundation Allocation Scheme, used to allocate junior doctors to hospitals in Scotland.
arXiv: 1308.4534
Keywords: Computer Science - Data Structures and Algorithms; _C:Canada CAN; _C:Hungary HUN; _C:Japan JPN; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Matching couples with Scarf’s algorithm - Biró, Péter; Fleiner, Tamás; Irving, Robert W. (Annals of Mathematics and Artificial Intelligence, 2016)
Scarf’s algorithm [18] provides fractional core elements for NTU-games. Biró and Fleiner [3] showed that Scarf’s algorithm can be extended for capacitated NTU-games. In this setting agents can be involved in more than one coalition at a time, cooperations may be performed with different intensities up to some limits, and the contribution of the agents can also differ in a coalition. The fractional stable solutions for the above model, produced by the extended Scarf algorithm, are called stable allocations. In this paper we apply this solution concept for the Hospitals Residents problem with Couples (HRC). This is one of the most important general stable matching problems due to its relevant applications, also wellknown to be NP-hard. We show that if a stable allocation yielded by the Scarf algorithm turns outto be integral then it provides a stable matching for an instance of HRC, so this method can be used as a heuristic. In an experimental study, we compare this method with other heuristics constructed for HRC that are applied in practice in the American and Scottish resident allocation programs, respectively. Our main finding is that the Scarf algorithm outperforms all the other known heuristics when the proportion of couples is high.
Keywords: _C:Hungary HUN; _C:Ireland IRL; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Safe Schools course: Assessment materials for modules 1, 2, and 3 - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10277852 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1056 ZenodoArchiveConcept: 10277851
Keywords: _internal; _r:AddedByMyEducationEvidence