Teaching Learning Toolkit: An accessible summary of the international evidence on teaching 5-16 year-olds (2018)

Teaching & Learning Toolkit (English/Arabic) (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:JN6U2UTI 2292090:MRD8BWXA
Keywords: _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Technical and Vocational Education and Training Act (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:G8NLJMSZ

Technical and Vocational Education and Training Act n°29 (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:3J7INUWS

Technical and Vocational Education and Training Authority
KerkoCite.ItemAlsoKnownAs: 2129771:8KRX4ZSQ

Testbed Helsinki / EdTech (Testbed Helsinki)
EdTech company, join us and kick-start your development activities! We enable the development and testing of smart innovations in Helsinki’s primary schools, upper secondary schools, and other learning environments.
KerkoCite.ItemAlsoKnownAs: 2129771:GSE4WH7R

TFC: Risks associated with the reopening of education settings in September, 8 July 2020 (GOV.UK)
Paper prepared by Children’s Task and Finish Group (TFC) and Government Office for Science (GOS).
Library Catalog: www.gov.uk KerkoCite.ItemAlsoKnownAs: 2129771:XTVUJWXB

The COVID-19 pandemic has changed education forever. This is how (The COVID-19 pandemic has changed education forever. This is how, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:75PNTCQL 5242966:Q4JFYPS5

The Design of A Post COVID-19 Academic Recovery Programme for Primary and Secondary Schools Across the OECS
OECS
KerkoCite.ItemAlsoKnownAs: 2129771:J4QAS92M

The Design Value Framework - Design Council

The Double Diamond - Design Council
A universally accepted depiction of the design process

The Global Learning for Adaptive Management initiative (GLAM) (ODI)
GLAM is a global learning alliance that aims to actively identify, operationalise and promote rigorous evidence-based approaches to adaptive management.
KerkoCite.ItemAlsoKnownAs: 2129771:SFWV9587

The gravedigger’s truth: Hidden coronavirus deaths (BBC News)
Somalia has fewer than 100 official Covid-19 deaths. But its cemeteries tell a different story.
KerkoCite.ItemAlsoKnownAs: 2129771:VEVJZRPI

The Guidelines for Registration of Training Providers
KerkoCite.ItemAlsoKnownAs: 2129771:XIRCV8UV

The hidden crisis: Armed conflict and education | Global Education Monitoring Report
KerkoCite.ItemAlsoKnownAs: 2129771:XCZE7IM3

The hidden lives of ‘housegirls’
A charity in Kenya is calling for the introduction of laws to protect domestic workers to ensure their safety.
KerkoCite.ItemAlsoKnownAs: 2129771:YVEUEWBR

The+Hows+and+Whys+of+EdTech+Evidence_WiKIT.pdf

'The Impact of an Adolescent Girls Employment Program. The EPAG Project in Liberia. ', Policy Research Working Paper, The World Bank (2014)

The-Impact-of-the-COVID-19-Pandemic-on-Education-Financing.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:S2K4DX3B

The learning crisis | RISE Programme
KerkoCite.ItemAlsoKnownAs: 2129771:GH5KRR38

The-Market-Design-Approach-to-Teacher-Assignment-Evidence-from-Ecuador.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:N4WHTSYQ 4556019:T7EJFZIC

The National Industrial Training Authority
KerkoCite.ItemAlsoKnownAs: 2129771:R72ZYMIH

The rise and rise of realist reviews?
Realist reviews are becoming an increasing popular approach to synthesising evidence about complex interventions. Whilst Geoff welcomes this increase, he raises challenges that such popularity might bring
KerkoCite.ItemAlsoKnownAs: 2129771:7AP7VXKY

The Risks of Dangerous Dashboards in Basic Education (Center for Global Development | Ideas to Action)
Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results.

The Roofing Store-Ridge Vent RV10P - For roof cladding with a trough depth of <38 mm (The Roofing Store)

The State of Digital Accessibility 2020 (G3ict, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:5RDKDWQ4

The State of Global Learning Poverty: 2022 Update (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:FEBQEHL5
Keywords: Final_citation

The UDL Guidelines

The+WiKIT+Method+.pdf

The Zambia eSchool 360 Evaluation Project (American Institutes for Research)
Impact Network’s eSchool 360 program is a multifaceted program comprising an e-learning technology component, ongoing teacher training and professional development, and community ownership among students in community schools in rural Zambia. AIR will design and implement a two-stage mixed-methods evaluation to measure the effect of Impact Network’s eSchool 360 program on learning outcomes among students in community schools in rural Zambia as well as the cost-effectiveness of any measured impacts.

The Zambia eSchool 360 Expansion Project: A Program That Aims to Improve Education in Zambia (American Institutes for Research)
The current Zambian educational system is neither providing the access to nor the quality of education that its students and communities need. AIR is working to expand and evaluate the eSchool 360 program to 35 rural schools in Zambia. The program aims to deliver higher quality and low-cost education to children in primary grades through a holistic technology solution.
KerkoCite.ItemAlsoKnownAs: 2129771:9JRU5J7X 2129771:I82RBS3T

The_Beginner_s_Guide_to_PEA.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:Q2G328HQ

Theme 6 National Teachers_ Standards (NTS) and National Teacher Education Curriculum Framework (NTECF) Handbook - Professional Development Coordinators.pdf

Theme 6 National Teachers_ Standards (NTS) and National Teacher Education Curriculum Framework (NTECF) - Professional Development for Tutors.pdf

Theme 7 Assessing Student Teachers - Professional Development Coordinators.pdf

Theme 7 Assessing Trainee Teachers - Professional Development for Tutors.pdf

Thermal Modeling of the Air Flow Inside and Around Your House (COMSOL)
Quickly and easily build thermal models to predict the air flow inside and around your house using tabulated meteorological data. Learn how.

Thinking and working politically (GSDRC)
Development assistance works best, and is least liable to do harm, when the people designing it are thinking and working politically (TWP). This thought has been around for some time, but what it implies in practice has not always been clear. Big steps have been taken to encourage donor agency staff to think politically about […]
KerkoCite.ItemAlsoKnownAs: 2129771:LYLULI4Y 2129771:XTDPTFID

Thinking and Working Politically Through Applied Political Economy Analysis (2018)
This guidance provides information on how USAID can think and work in ways that are more politically aware — an approach known as “thinking and working politically” (TWP) 1 — through the use of applied political economy analysis. PEA is a structured approach to examining power dynamics and economic and social forces that influence development. Through programming that seeks to more rigorously respond and adapt to these realities, USAID is working to improve the effectiveness and sustainability of its international development efforts.
KerkoCite.ItemAlsoKnownAs: 2129771:XT4E6HM2

Thinking and working with political settlements: the case of Tanzania (ODI)
This paper trials a new political settlements concept and, in doing so, develops a new political settlements typology for donors and domestic reformers.
KerkoCite.ItemAlsoKnownAs: 2129771:AYB8FLKS

Thnal Udom Chomnes: Promoting Cambodian Higher Education Innovation (ResearchGate)
Start date: Jun 1, 2019 | THNAL UDOM CHOMNES: PROMOTING CAMBODIAN HIGHER EDUCATION INNOVATION | This three-year programme is supported by the Australian Department of Foreign Affairs and Trade (DFAT) through The Asia Foundation (TAF)’s Ponlok Chomnes Programme: Data and Dialogue for Development in Cambodia. In this programme CDRI aims at strengthening the capacity of...

Tools | Applications for Decision Makers, Implementers and Researchers (EdTech Hub)
Learn more about how to use tools to advance the use of technology in education. Visit our website to explore a collection of EdTech tools and applications for decision makers, implementers, and researchers.

Top Marks for Rising in Final Year Liberia Evaluation (Rising Academies)
The final report of a randomised controlled trial of Liberia’s flagship education reform has praised Rising Academies for producing “a consistently positive pattern of results across learning, access, and safety dimensions.” The three year ‘gold standard’ evaluation of the Liberia Education Adv

Topics | Education Links
KerkoCite.ItemAlsoKnownAs: 2129771:27FFULQK

Toward the 2020 goal of soil-transmitted helminthiasis control and elimination (2018)

Towards universal health coverage:reforming the neglected district health system in Africa (2019)

TPL5110 data sheet, product information and support | TI.com

TPL5110 Nano Power Timer Hookup Guide - SparkFun Learn

TSL2591 Light-to-Digital Converter
KerkoCite.ItemAlsoKnownAs: 2129771:79EUWHRF 4682641:JA9S8W88

Tuning Africa - Home
KerkoCite.ItemAlsoKnownAs: 2129771:WIR2ZBZ9

Tutor Handbook (1-3)
KerkoCite.ItemAlsoKnownAs: 2129771:ZIST9IQU

TVET Curriculum Development Assessment and Certification Council – Just another WordPress site
KerkoCite.ItemAlsoKnownAs: 2129771:BTQ6M77D

TVET for climate action

TVET Strategic Plan 2018-2022
KerkoCite.ItemAlsoKnownAs: 2129771:E8CC7GWK

TWP – Thinking and Working Politically Community of Practice
KerkoCite.ItemAlsoKnownAs: 2129771:8HLINPAI 2129771:FI6TKNUI

Typeset (AI Chat for scientific PDFs | SciSpace)
Chat with PDF and conduct your literature review faster using SciSpace. Discover 200M+ papers or upload your own PDF, highlight text or ask questions, and extract explanations and summaries.
KerkoCite.ItemAlsoKnownAs: 2129771:6I7VT965 2405685:IKTGPLSL 2486141:3Z8U6LY3
Keywords: _Added-ailr-2024

Uganda Vocational Qualifications Framework Summary of Generic Level Descriptors
KerkoCite.ItemAlsoKnownAs: 2129771:IIX5R4P4

UK aid department to be merged with Foreign Office (BBC News, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:93GNJH2E

‪Understanding achievement in numeracy among primary school children in ethiopia: evidence from rise ethiopia study‬
‪D Tiruneh, J Hoddinott, C Rolleston, R Sabates, T Woldehanna, 2021‬ - ‪Cited by 4‬
KerkoCite.ItemAlsoKnownAs: 2129771:GU2M9LCE

Understanding LSTM Networks – colah's blog

Understanding Progress in the 2020/21 Academic Year

Understanding the pricing of the ChatGPT API - API (OpenAI Developer Forum, 2024)
Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...
Section: API KerkoCite.ItemAlsoKnownAs: 2129771:PW9W7DD7 2405685:WK8YCRCC 2486141:YJVMBKUH

UNICEF: 100 million children vulnerable to climate change impacts in Nigeria (TheCable, 2023)
The United Nations Children’s Fund (UNICEF) says 100 million children are vulnerable to the impacts of climate change in Nigeria.

UNICEF-Time-to-Teach-Report-2020 (1).pdf
KerkoCite.ItemAlsoKnownAs: 2129771:VJBDQ63N 4556019:7T47M3JH

UNICEF UK
Unicef is the world’s leading organisation working for children in danger. Make a donation, fundraise or campaign – help us keep children safe.
Library Catalog: www.unicef.org.uk KerkoCite.ItemAlsoKnownAs: 2129771:RWK2VAFP 2317526:MJAEINIR

Unmasking The Pyramid Kings (BBC News)
Behind the promises and the hype, Crowd1 hides some ugly truths, some wealthy scammers, and a whole pyramid of lies.
KerkoCite.ItemAlsoKnownAs: 2129771:WIER2EET

Unmasking the Pyramid Kings: Crowd1 scam targets Africa - BBC Africa Eye documentary
Africa Eye brings you original, investigative journalism revealing secrets and rooting out injustice in the world’s most complex and exciting continent. Nothing stays hidden forever.
KerkoCite.ItemAlsoKnownAs: 2129771:Q263LVYT

USAID's Implementation Science Investment: Improving HIV and AIDS Programming through the Translation of Research to Practice

Using implementation science to support the implementation of interventions in real world contexts | Self-evaluation | National Improvement Hub
KerkoCite.ItemAlsoKnownAs: 2129771:YIGB9PP5

Van-der-Berg-Spaull-2020-Counting-the-Cost-COVID-19-Children-and-Schooling-15-June-2020-1.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:97JA3C2H

VET Toolbox | Home
KerkoCite.ItemAlsoKnownAs: 2129771:G4NXLTZX 2317526:K397VX5Y

Vocational and Technical Training
KerkoCite.ItemAlsoKnownAs: 2129771:KZWL2RD6

Vocational Education and Training Authority
KerkoCite.ItemAlsoKnownAs: 2129771:2LDJKCFK

Vocational Enterprise Institutions
KerkoCite.ItemAlsoKnownAs: 2129771:GBEQXSAK

VolkswagenStiftung (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M5WJ23TY

Water reed for construction
Water reed is due to its properties an ideal product for construction.

WBR-Policy-Brief-2020.04.30.pdf

'We have to raise our children differently' (BBC News)
Three black parents and their children discuss raising a black child, racism and the Black Lives Matter movement.
Section: England KerkoCite.ItemAlsoKnownAs: 2129771:YKCWSAXD

Weather tracker: Ethiopia hit by severe drought amid east Africa floods (The Guardian, 2023)
More than 50 people dead in Tigray and Amhara regions while UN warns of ‘crisis-level hunger or worse’ in Somalia
Keywords: Africa; Drought; Environment; Ethiopia; Extreme weather; Somalia; Turkey; World news

Web Design Guidelines for Low Bandwidth - Introduction
KerkoCite.ItemAlsoKnownAs: 2129771:FCH8CQV2

Web-interface for Zotero Libraries (OpenDevEd/Zotero-kerko-docs) (Open Development & Education, 2020)
Contribute to OpenDevEd/Zotero-kerko-docs development by creating an account on GitHub.
original-date: 2020-04-05T19:45:15Z KerkoCite.ItemAlsoKnownAs: 2129771:EY95LGTE
Keywords: _r:ImportedToMyEducationEvidence

Webinar Deck: COVID-19, Schooling and Learning (Brac Institute of Governance and Development)
The education system in Bangladesh has always struggled to provide quality education to nearly 40 million children enrolled in schools. The ongoing COVID-19 pandemic has exacerbated this learning crisis as all educational institutions across the country have been closed for over two months with no immediate plans for reopening. Yet […]
Library Catalog: bigd.bracu.ac.bd KerkoCite.ItemAlsoKnownAs: 2129771:LZUAYXLW

WebPlotDigitizer - Extract data from plots, images, and maps
KerkoCite.ItemAlsoKnownAs: 2129771:2X2WTTJJ 2405685:3XUM6VS2 2486141:EGMYZ9FT

Welcome - GRID3

What does reading on screens do to our brains? - BBC Ideas
Watch the "What does reading on screens do to our brains?" video at BBC Ideas. Explore other related content via our curated "The Open University" playlist.

What Have We Learned in the Decade Since 'Early Reading: Igniting Education for All'? | Global Reading Network
As a research institute, RTI uses evidence-based approaches to strengthen policy, management, and practice in the countries where we work, with each context presenting unique challenges and opportunities based on their conditions.
KerkoCite.ItemAlsoKnownAs: 2129771:ER3LWWYD

What we learned at the Manage Agile Conference (AI Insider, 2021)
Thinking of agility as a competitive advantage? Consider a handful of the insights AI Insider offered up during the Manage Agile Conference.

Where It’s Needed Most: Quality Professional Development for All Teachers | INEE
KerkoCite.ItemAlsoKnownAs: 2129771:YNQY5N34

WHO unveils framework for climate resilient and low carbon health systems
Climate change is the single biggest health threat facing humanity, and health professionals worldwide are already responding to the health harms caused by this unfolding crisis. Climate change is impacting human lives and health in a variety of ways. It threatens the essential ingredients of good health – clean air, safe drinking water, nutritious food supply and safe shelter – and has the potential to undermine decades of progress in global health.

Windcatcher (Wikipedia, 2022)
A windcatcher (wind tower, wind scoop) (Persian: بادگیر, Arabic: برجيل) is a traditional architectural element used to create cross ventilation and passive cooling in buildings. Windcatchers come in various designs: unidirectional, bidirectional, and multidirectional. Windcatchers are widely used in North Africa and in the West Asian countries around the Persian Gulf, and have been for the past three thousand years.Neglected by modern architects in the latter half of the 20th century, the early 21st century saw them used again, to increase ventilation and cut power demand for air-conditioning. Generally, the cost of construction for a windcatcher-ventilated building is less than that of a similar building with conventional heating, ventilation, and air conditioning (HVAC) systems. The maintenance costs are also lower. Unlike powered air-conditioning and fans, windcatchers are silent and continue to function when the electrical grid power fails (a particular concern in places where grid power is unreliable and expensive).Windcatchers rely on local weather and microclimate conditions, and not all techniques will work everywhere; local factors must be taken into account in design.
Page Version ID: 1087079336 KerkoCite.ItemAlsoKnownAs: 2129771:FIM6C45D 4682641:29GHZLJF

Wissenschaftliche Begleitung der Programmlinie: Internationalisierung der Berufsbildung (WB-IBB) (Internationalisierung der Berufsbildung)
Library Catalog: wb-ibb.info KerkoCite.ItemAlsoKnownAs: 2129771:APXTIHF3 2317526:VME3K58D

Working paper Journal

World Bank Group | Home
With 189 member countries, the World Bank Group is a unique global partnership fighting poverty worldwide through sustainable solutions.
UA-5cb30c4c-8fd0-4a89-9c09-45704b2a24a3 KerkoCite.ItemAlsoKnownAs: 2129771:EDVZUPN7 2317526:CBWDYELJ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; Networks; publicImportV1

World Development Report 2015: Mind, Society, and Behavior (World Bank, 2015)
doi:10.1596/978-1-4648-0342-0 KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0342-0 2129771:ZQZALCA6 261495:G3J8UCPP 503888:GH46BQP8
Keywords: AWP2; AWP2-actual

World Development Report 2016: Digital Dividends (2016)
doi:10.1596/978-1-4648-0671-1 KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0671-1 2129771:N3MJ38QH 2447227:35QZZKL8
Keywords: AWP2; AWP2-actual

World Education Forum 2015, Final Report (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:8DEVFXSD 261495:M8B2ABJQ

World reacts to BBC #sexforgrades investigation (BBC News)
The documentary on sexual harassment allegations in African universities has prompted a global outcry.
KerkoCite.ItemAlsoKnownAs: 2129771:DLVRU8JZ

World: TVET Coordination Committee founded in South Sudan (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:UJLT2RPE

WorldSkills
KerkoCite.ItemAlsoKnownAs: 2129771:AEQEMPIU 2317526:JPDHPCD6

WorldSkills | Home
WorldSkills raise the profile and recognition of skilled people, and show how important skills are in achieving economic growth.
KerkoCite.ItemAlsoKnownAs: 2129771:JAMQ8XB6 2317526:7RYDXJXR

WPS8464.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:XE4ADEM5

Yale Journal of International Law | COVID-19: Towards a Digital Fragmentation of the Right to Education?
KerkoCite.ItemAlsoKnownAs: 2129771:8J4FYFHM

YOL-Ethiopia-Headlines-PhoneSurvey-Aug20.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:LUUNPYFY

Young Persons with Disabilities: Global Study on Ending Gender-Based Violence, and Realizing Sexual and Reproductive Health and Rights (2018)

Youth Excel's Research-to-Change Toolkit
Involving Youth in Research Are you a youth practitioner, or a development professional in any sector, with a passion for using data for decision-making? Have you ever wished you had time in your project to gather data so that you could improve your work while implementing? Have you ever realized that project ​implementation wasn’t going as expected? And wished that you had noticed that earlier? Are you a development practitioner who is looking for more inclusive ways to co-create with youth? If so, this toolkit is for you!
KerkoCite.ItemAlsoKnownAs: 2129771:PI8QUN8Q

Zotero workbook - ETH-Version (current) (Google Docs)
#EdTechHub The Zotero Workbook Contents Contents 4 Why use Zotero? 8 Before we begin: Registering for Zotero and Hub libraries 9 Section 1: Installing the software: Basic features 9 STEP 1: Download & install Zotero 9 STEP 2: Download & install Zotero browser connector 10 STEP 3: Check ...
KerkoCite.ItemAlsoKnownAs: 2129771:5LHHVD6N

"Human Capital Project." In. ———. 2018b. World Development Report 2018: Learning to Realize Education's Promise - a (Hirokazu, Diana)

abc - a, b (2020)
something
KerkoCite.ItemAlsoKnownAs: 2129771:I9X8F88Q

a2i: Innovate for All - a2i (2020)
EdTechHub.ItemAlsoKnownAs: 2129771:ZRG2DF5Z

Future Education Magazine - a2i

Meaningful Connectivity — unlocking the full power of internet access - A4AI (Alliance for Affordable Internet, 2022)
Meaningful Connectivity — unlocking the full power of internet access 4G-like speed Our internet speeds make or break our online experience. We all know
KerkoCite.ItemAlsoKnownAs: 4804264:S3MTAHJV
Keywords: Final_citation; cited; existing

Perinteisistä oppimisympäristöistä villeihin: Sitoutuneisuuden taso viidesluokkalaisilla oppilailla perinteisessä oppikirjaympäristössä ja digitaalisessa ViLLE-oppimisympäristössä matematiikan oppitunneilla - Aaltonen, Antti; Hotanen, Valtteri (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9UM4DBF8 2129771:LE42G9W3 2129771:SSQ36H4W
Keywords: _C:Myanmar MMR; _C:Netherlands NLD; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Pedagogies of embodiment in physical education – a literature review - Aartun, Iselin; Walseth, Kristin; Standal, Øyvind Førland; Kirk, David (Sport, Education and Society, 2022)
Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, ‘enabling critical reflection’, highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss ‘taken for granted’ understandings of gender, health, and body ideals within physical education. The second main theme, ‘Exploring (new) movements’, shows how pupils’ exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed.
Publisher: Routledge _eprint: https://doi.org/10.1080/13573322.2020.1821182
Keywords: critical reflection; embodiment; experience; movement exploration; pedagogies; physical education

Perplexity AI: Review, Advantages & Guide (2023) - Aayush (Elegant Themes Blog, 2023)
AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […]
KerkoCite.ItemAlsoKnownAs: 2129771:JJCWIY7C 2405685:YMCJBWYJ 2486141:7S6I2AFZ

Building mental health workforce capacity through training and retention of psychiatrists in Zimbabwe - Abas, Melanie A.; Nhiwatiwa, Sekai M.; Mangezi, Walter; Jack, Helen; Piette, Angharad; Cowan, Frances M.; Barley, Elizabeth; Chingono, Alfred; Iversen, Amy; Chibanda, Dixon; Barley, Elizabeth; Barley, Elizabeth; et al. (International Review of Psychiatry, 2014)
Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry.
KerkoCite.ItemAlsoKnownAs: 10.3109/09540261.2014.924487 10/gf62pv 2129771:S37KJPZJ 2317526:H7G6FTSU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zimbabwe; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:low-income country; F:assessment; F:learning; F:outcomes; F:salary; P:health; P:measurement; P:media; P:services; R:interview; R:qualitative; T:Lehrlingsausbildung; T:Training; T:trainee; _C:Canada CAN; _C:Ghana GHA; _C:Mexico MEX; _C:Nicaragua NIC; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; publicImportV1

From counting women to ensuring women count: A qualitative study of university and early career experiences of women secondary school teachers in Addis Ababa, Ethiopia from a capabilities perspective - Abay, Negar Ashtari (2016)
At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching, in urban areas where most teachers are concentrated, do not stay in the profession. Drawing on a capabilities perspective, the study goes further to examine the cumulative disadvantage—in terms of well-being and agency—that women experience during the process of their university (undergraduate and teacher) training and in their early years of working in urban secondary schools, as well as the ways in which women contend with disadvantage. This study shows that such disadvantage and the responses to it have implications not only for whether women enter and stay in teaching but also for how they engage in their work. Utilizing the rich qualitative data collected and the analysis afforded by using the capability approach, the study concludes by recommending how different actors, including government, universities and schools, can foster institutional conditions of possibility (Walker, 2006a) and educational arrangements that enhance rather than limit full and equal participation in the teaching profession. Foregrounded throughout this study are the voices and experiences of young women, offering a perspective which disrupts the presumed norm of the single male teacher and highlights some of the limits of gender-neutral teacher policies.
KerkoCite.ItemAlsoKnownAs: 2129771:Z4ISYM3H 2317526:5S7STSEQ LOCAL-PQ-1873007472
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:gender; F:policy; F:teaching; F:women; P:measurement; P:school teacher; P:teacher education; P:teachers; Q:higher education; R:interview; R:observation; R:qualitative; R:quantitative; T:Ausbildung; T:career; Z:Higher education; Z:Teacher education; publicImportV1; ⛔ No DOI found

Influence of Different Roof Design Parameters on Classrooms’ Thermal Performance in Tropical Savannah Climate of Nigeria - Abba, Habu Yusuf; Bint Abdul-Majid, Roshida; Ahmed, Muhammad Hamdan; Said, El-Nafaty Abbas (Journal of Xi'an University of Architecture & Technology, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:C26A8GBA 4682641:29MGH7TW
Keywords: BE:LMIC; BE:RELEVANT; ⛔ No DOI found

Validation of Designbuilder Simulation Accuracy Using Field Measured Data of Indoor Air Temperature in a Classroom Building - Abba, Habu Yusuf; Majid, Roshida Abdul; Ahmed, Muhammad Hamdan; Gbenga, Olutobi (Management, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:4UHQEB9X 4682641:55AFYSVG
Keywords: BE:RELEVANT; ⛔ No DOI found

The application of machine learning for evaluating anthropogenic versus natural climate change - Abbot, John; Marohasy, Jennifer (GeoResJ, 2017)
Publisher: Elsevier

Integrating GIS Accessibility and Location-Allocation Models with Multicriteria Decision Analysis for Evaluating Quality of Life in Buraidah City, KSA - Abd El Karim, Ashraf; Awawdeh, Mohsen M. (Sustainability, 2020)
The present study was aimed at evaluating the quality of life in the districts of Buraidah city in the Kingdom of Saudi Arabia as part of the Kingdom’s Vision 2030, based on provided services in terms of distance and time parameters. This was achieved by integrating Geographic Information System (GIS)-based network analysis and multicriteria decision analysis (MCDA) techniques. The service area analysis technique of the GIS Network Analysis tools was applied to the available services in the districts of Buraidah city. Twelve services were investigated with regard to their coverage within 5, 10, and 15 minutes of travel time: universities, high schools, middle schools, elementary schools, hospitals, health centers, ambulance facilities, government services, religious services, security services, sports services, and recreational services. GIS-based multicriteria decision analysis (GIS-MCDA) was implemented in the study to obtain a spatial suitability map of the standard of living quality in the various districts in Buraidah city. The analytic hierarchy process (AHP) technique was used to determine the criteria weights. The location-allocation model was used in the study as well for suggestions of new service locations to improve the spatial distribution of services and enhance the quality of life in the districts. The results of the final suitability map to determine districts with the best standard of living according to the provided services show that the living standards in the city are very good, with very high and high levels in around 51 districts, representing 72.9% (449,235 people), and about 19 districts with moderate, low, and very low levels, representing 27.1% (56,765 people). Narrowing the quality of life gap and improving spatial planning requires correcting the current deficiency in services, which is estimated in this study to be 16 services: one high school, one elementary school, one middle school, two universities, one sports service, two security services, two courts, two hospitals, one health center, one park, and two ambulance facilities.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: AHP; KSA vision 2030; MCDA; network analysis; quality of life; service accessibility; spatial suitability

The Discourse of Whole Class Teaching: A Comparative Study of Kenyan and Nigerian Primary English Lessons - Abd-Kadir, Jan; Hardman, Frank (Language and Education, 2007)
This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on their thinking, justify or clarify their opinions, or make connections to their own experiences. The findings suggest that teacher questions were mainly closed requiring recall of information and teacher follow-up, where it occurred, often consisting of a low level evaluation of a pupil response, thereby severely constraining opportunities for pupil participation in the classroom discourse and higher order thinking. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of Kenyan and Nigerian primary teachers.
KerkoCite.ItemAlsoKnownAs: 10.2167/le684.0 10/fj4ndk 2129771:S2L8BL4U 261495:4TNZ3UXU

TVET in Sudan: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions - Abdelkarim, Abbas (INTERNATIONAL JOURNAL OF TRAINING RESEARCH, 2019)
While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system - severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers' response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.\n
KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2019.1690737 2129771:6F5SYGYU

What matters most for education management information systems: A framework paper - Abdul-Hamid, Husein (2014)
Publisher: World Bank Group, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:C4JC4EQI
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Djibouti DJI; _C:Dominica DMA; _C:Ethiopia ETH; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mozambique MOZ; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saint Kitts and Nevis KNA; _C:Saint Vincent and the Grenadines VCT; _C:Senegal SEN; _C:State of Palestine PSE; _C:Sudan SDN; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Lessons Learned from World Bank Education Management Information System Operations - Abdul-Hamid, Husein; Saraogi, Namrata; Mintz, Sarah (2017)
ISBN (paper): 978-1-4648-1056-5 ISBN (electronic): 978-1-4648-1057-2
Keywords: ⛔ No DOI found

Leadership, Task Load And Job Satisfaction: A Review Of Special Education Teachers Perspective - Abdullah, Ahmad Shakani bin; Rahim, Iklima Husna Binti Abdul; Jeinie, Mohammad Halim bin; Zulkafli, Muhammad Shakir Bin; Nordin, Mohd Norazmi bin (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely discussed within the scope of a school. Previous studies have shown that the influence of leadership is very large in determining the climate of a school. There are also studies that lead to a more focused part of the school that is special education. This survey was conducted to examine the influence between the leadership of head teachers, workload and job satisfaction of special education teachers. The findings of this study are expected to provide a more focused picture of special education.
Number: 11
Keywords: C:Malaysia; _C:Malaysia MYS; _genre:LR-literature_review; ⛔ No DOI found

ChatGPT: Fundamentals, applications and social impacts - Abdullah, Malak; Madain, Alia; Jararweh, Yaser (2022 Ninth International Conference on Social Networks Analysis, Management and Security (SNAMS), 2022)
KerkoCite.ItemAlsoKnownAs: 10.1109/SNAMS58071.2022.10062688 4804264:QU9KCAEF
Keywords: Final_citation

Sprint 8 report - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529686 2129771:JK945FM7
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 8 report - Arabic - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533059 2129771:87TGCPJX
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

Sprint 9 report - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529688 2129771:4Y59Y5AC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 9 report - Arabic - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533061 2129771:PGGEA5FQ
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

PER1. Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) [English, Arabic] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The Toolkit itself is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. It is also available as a Google Document.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3374429 2129771:QKTH39RC 2292090:J4YXVZND
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

PER6. The SABER-ICT policy framework in brief [Arabic] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4495759 2129771:4EF7UEUF
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; language:Arabic

PER6. The SABER-ICT policy framework in brief [Arabic/English] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4495755 2129771:5H9PZXCG
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence; language:Arabic; language:English

PER6. The SABER-ICT policy framework in brief [English] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4494983 2129771:LYABC83R
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; language:English

Sprint 1 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638923 2129771:XMMX697Y 2292090:LFWH5AJH
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 1 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4530611 2129771:ZFCTG4BC 2292090:LFWH5AJH
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 2 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638925 2129771:SSSTPNQB 2292090:I4GLEVI7
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 2 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4530615 2129771:567W6XJA 2292090:I4GLEVI7
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 3 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:9YUDUEBF 2292090:CB82XBRW
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 3 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533047 2129771:VU7J6QGN 2292090:CB82XBRW
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 4 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638931 2129771:3MTHJ4KA 2292090:YDA8FTLV
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 4 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533049 2129771:3M6MAFSD 2292090:YDA8FTLV
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 5 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638935 2129771:FFMTM7VZ 2292090:ILAXGZE3
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 5 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533051 2129771:D2T6EID6 2292090:ILAXGZE3
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 6 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638937 2129771:AVQ3ZMRZ
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 6 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533053 2129771:J8VJDW9U
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 7 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529684 2129771:ZIFHA2QK
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 7 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533057 2129771:FFQHNWD4
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

Squad reports and presentations - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:JMF94FNS 2292090:JMNEEZJP
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Global Health and Development in Early Childhood. - Aboud, Frances E.; Yousafzai, Aisha K. (Annual Review of Psychology, 2015)

Collaborative space in South African schools: A comparative perspective - Abrahams, Mark A. (Journal of Negro Education, 1997)
ISBN: 0022-2984 Publisher: JSTOR

The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research - Abrami, Philip C.; Lysenko, Larysa; Borokhovski, Eugene (Journal of Computer Assisted Learning, 2020)
ABRACADABRA (ABRA) is an evidence-based suite of interactive multimedia that engages learners in the development of core reading skills. This meta-analysis presents an update of the research evidence about the effectiveness of ABRA for elementary students. It reports 91 effect sizes in six reading-related outcomes for a sample of 7,388 students. Regardless of context and measurement type, the studies yielded positive effects of ABRA, ranging in magnitude from g+ = 0.080 for Vocabulary Knowledge to g+ = 0.378 for Phonemic Awareness and reaching statistical significance in four outcome categories. This meta-analysis adds to our understanding of the effectiveness of ABRA-based reading instruction by exploring factors of research design, ABRA design and implementation contexts, and various student characteristics and offers implications for instructional practice.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12417 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12417 2129771:RCUA82IE 2486141:Q45PML4B
Keywords: early reading instruction; elementary education; interactive software for learning; meta-analysis; reading outcomes

Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others - Abu-Lughod, Lila (American Anthropologist, 2002)
This article explores the ethics of the current 'War on Terrorism, asking whether anthropology, the discipline devoted to understanding and dealing with cultural difference, can provide us with critical purchase on the justifications made for American intervention in Afghanistan in terms of liberating, or saving, Afghan women. I look first at the dangers of reifying culture, apparent in the tendencies to plaster neat cultural icons like the Muslim woman over messy historical and political dynamics. Then, calling attention to the resonances of contemporary discourses on equality, freedom, and rights with earlier colonial and missionary rhetoric on Muslim women, I argue that we need to develop, instead, a serious appreciation of differences among women in the world—as products of different histories, expressions of different circumstances, and manifestations of differently structured desires. Further, I argue that rather than seeking to 'save' others (with the superiority it implies and the violences it would entail) we might better think in terms of (1) working with them in situations that we recognize as always subject to historical transformation and (2) considering our own larger responsibilities to address the forms of global injustice that are powerful shapers of the worlds in which they find themselves. I develop many of these arguments about the limits of 'cultural relativism' through a consideration of the burqa and the many meanings of veiling in the Muslim world. [Keywords: cultural relativism, Muslim women, Afghanistan war, freedom, global injustice, colonialism]
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1525/aa.2002.104.3.783 KerkoCite.ItemAlsoKnownAs: 2129771:6KDC7RY3 2129771:TZQH672B

An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana - Abugre, James B.; Adebola, Kester (International Journal of Organizational Analysis, 2015)
© 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T&D are given to them. Originality/value – Empirical literature on T&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies.
KerkoCite.ItemAlsoKnownAs: 10.1108/ijoa-10-2011-0521 10/gf62pz 2129771:LL6D3NE8 2317526:EEZJGX8G
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; D:emerging economies; F:outcomes; P:economy; P:measurement; P:services; R:quantitative; R:survey; T:Training; Z:Banks; Z:Mid-level managers; Z:Performance; Z:Training and development; _C:Australia AUS; _C:China CHN; _C:Ghana GHA; _C:Greece GRC; _C:Japan JPN; _C:Kuwait KWT; _C:Nigeria NGA; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

AEWG Accelerated Education 10 principles for effective practice - Accelerated Education Working Group (2017)

SFL praxis in U.S. teacher education: a critical literature review - Accurso, Kathryn; Gebhard, Meg (Language and Education, 2021)
This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main vehicles for introducing U.S. teachers to SFL theory and practice are grant-funded university-school partnerships, courses in colleges of education, and self-contained professional development workshops; (2) most interventions focused on introducing teachers to functional metalanguage and text analysis, with fewer focusing on multimodality; (3) SFL interventions positively influenced teachers’ level of semiotic awareness and ability to design focused disciplinary literacy instruction. Teachers’ critical awareness and confidence for literacy instruction were influenced to a lesser extent; and (4) more sustained investments in teacher professional development led to greater gains in teacher learning as well as a critical awareness of the relationship between disciplinary literacy practices and ideologies at work in K-12 schools. Based on these findings, we conclude with three recommendations for the future of critical SFL praxis in teacher education.
Publisher: Routledge _eprint: https://doi.org/10.1080/09500782.2020.1781880
Keywords: Systemic functional linguistics; critical language awareness; disciplinary literacies; pedagogical knowledge; teacher professional development

Vicarious Resilience: An Exploration of Teachers and Children’s Resilience in Highly Challenging Social Contexts - Acevedo, Victoria Eugenia; Hernandez-Wolfe, Pilar (Journal of Aggression, Maltreatment & Trauma, 2014)
This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning programs in Cali, Colombia, were interviewed about their perceptions of their learners’ overcoming of adversity. Data were analyzed through the Consensual Qualitative Research (CQR) methodology to describe the themes that speak about the effects of witnessing how learners coped constructively with adversity. These themes are discussed to advance the concept of vicarious resilience and how it can contribute to sustaining and empowering teachers dealing with challenging children and trauma.
KerkoCite.ItemAlsoKnownAs: 10.1080/10926771.2014.904468 2129771:CF3574C6 2129771:GYDURFRG 2339240:CIB444IM 2486141:845MMD2G 2486141:J569R6HS
Keywords: HQ; LMIC; Latin America; Qual; Support; _AcademicRecoveryOECS; __C:filed:1; adult; article; children; consciousness; coping behavior; data analysis; education; equity and access; female; gender identity; human; human experiment; human relation; injury; interview; lowest income group; male; middle school; personal experience; primary school; recognition; resilience; small sample=21; social environment; teacher; trauma; vicarious resilience

Women's access to agricultural technologies in rice production and processing hubs: A comparative analysis of Ethiopia, Madagascar and Tanzania - Achandi, Esther L.; Mujawamariya, Gaudiose; Agboh-Noameshie, Afiavi R.; Gebremariam, Shewaye; Rahalivavololona, Njaka; Rodenburg, Jonne; Rahalivavololona, Njaka; Rodenburg, Jonne; Rodenburg, Jonne (Journal of Rural Studies, 2018)
© 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jrurstud.2018.03.011 10/gf62jz 2129771:7UPXJXRQ 2317526:HEL4WL56
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:eastern Africa; C:Ethiopia; C:Madagascar; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:women; P:agricultural; P:culture; P:production; P:services; P:technology; R:focus groups; R:survey; T:Training; __C:filed:1; publicImportV1

Interaction with Children with Visual Impairments in the Classroom for All - Acheampong, Daniel Yaw (2018)

Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana - Acheampong, Phinihas; Gyasi, Juliana Fosua (Asian Journal of Education and Training, 2019)
The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.
Publisher: Asian Online Journal Publishing Group
Keywords: Administrator Attitudes; Disadvantaged; Educational Facilities; Faculty Development; Faculty Mobility; Foreign Countries; Housing; Incentives; Rural Schools; School Districts; Student Recruitment; Teacher Education; Teacher Motivation; Teacher Persistence; Teacher Salaries; Transportation; Water Quality; _C:Botswana BWA; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Lesotho LSO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Youth unemployment in resource-rich Sub-Saharan Africa: A critical review - Ackah-Baidoo, Patricia (The Extractive Industries and Society, 2016)
This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless ﬂow of investment in all types of extractive industries in recent decades, this growth has not directly translated into signiﬁcant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.exis.2015.11.010 10/gf62j7 2129771:5IQB689N 2317526:V2TDX9MD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Ghana GHA; __C:filed:1; publicImportV1

Classroom interaction in Kenyan primary schools. Compare: A - Ackers, J.; Hardman, F. (Journal of Comparative and International Education, 2001)

Recalibrating Stance of Survival for Philippine Schools Overseas (PSOs) Amidst Covid-19 Pandemic and Beyond - Acosta, Imee C.; Acosta, Alexander S.
KerkoCite.ItemAlsoKnownAs: 2129771:NJ85ZRUL
Keywords: ⛔ No DOI found

Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth - Adam, Taskeen (University of Cambridge, 2020)
The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.
Accepted: 2020-08-24T08:23:28Z KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.56608 4804264:QFDN3ZI5
Keywords: Final_citation; cited; existing

Addressing Injustices through MOOCs: A study among peri-urban marginalised South African youth (Unpublished doctoral thesis) - Adam, Taskeen (University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2DSBNUPY
Keywords: Author:OpenDevEd

Approaches to Designing Justice-oriented MOOCs. Presentation to Centre for Innovation in Learning and Teaching (CILT), University of Cape Town - Adam, Taskeen (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392550 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1017 ZenodoArchiveConcept: 8392549
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

BBC World Service - People Fixing the World, How to put the internet in a box (BBC)
Inside the “sneakernet” - the people carrying websites to places that are off the grid
Keywords: Author:OpenDevEd

Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article] - Adam, Taskeen (Journal of Interactive Media in Education, 2020)
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
Number: 1 Publisher: Ubiquity Press EdTechHub.Source: <this> EdTechHub.Source: 2129771:TMULW29L KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 2129771:AYIPTCYC 2129771:TMULW29L 2405685:UBRAD3MS 2447227:5ZYAXQAX
Keywords: Author:OpenDevEd; MOOC designers; _C:Albania ALB; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; cultural-epistemic injustice; decolonisation; docs.opendeved.net; geopolitical injustice; material injustice; social justice

Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [presentation, O-143] - Adam, Taskeen (OER20, 2020)
As social justice and decolonisation discussions fill the physical and virtual corridors of university spaces in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise justices, and how they attempt to address these injustices in and through their MOOCs. As terminology from these discourses at times misconstrued MOOC designers’ opinions, an analytical framework was created to shift focus to addressing injustices, namely: material injustices, cultural-epistemic injustices, and political/geopolitical injustices. These Dimensions of Human Injustice were used to analyse semi-structured interviews with 27 MOOC South African designers. It was found that they formed opinions based on the aforementioned discourses, which impacted their engagement with injustice in their designs. Those who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through highlighting MOOC designers’ attempts at addressing injustices, it is envisioned this will lead to more multi-dimensional, justice-oriented approaches to MOOC design that better enable learners. Additionally, efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
KerkoCite.ItemAlsoKnownAs: 2129771:NW9VFE68
Keywords: Author:OpenDevEd

Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa - Adam, Taskeen (International Journal of Mobile and Blended Learning (IJMBL), 2022)
As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited...
KerkoCite.ItemAlsoKnownAs: 10.4018/IJMBL.310940 2129771:5KY339P2 2129771:KIULXTH7 2486141:VQDPU9L2 4804264:6G69PX6V
Keywords: Author:OpenDevEd; Final_citation; cited; existing

Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures - Adam, Taskeen (Learning, Media and Technology, 2019)
Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised.
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1640740 2129771:GICLIPT3 4804264:5D2NHMP4
Keywords: Author:OpenDevEd; Decolonising education; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Italy ITA; _C:Jordan JOR; _C:Korea; Democratic People's Republic PRK; _C:Mexico MEX; _C:Nigeria NGA; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Tonga TON; _C:Turkey TUR; __C:filed:1; __C:scheme:1; decolonising technology; digital neocolonialism; epistemic injustice; neoliberal education

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1757405 4804264:93QCDBDG
Keywords: Final_citation; MOOC designer; OEP; cited; critical consciousness; embodiment; epistemic location; existing; positionality

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1757405 2129771:32FCTZAV 2129771:XAGDW5SL
Keywords: Author:OpenDevEd; MOOC designer; OEP; __C:filed:1; critical consciousness; embodiment; epistemic location; positionality

Reflecting on epistemic injustices in open and online education - Adam, Taskeen (Open Development & Education, 2020)
In memory of Hector Pieterson and the hundreds of student protesters that were brutally murdered by police on the 16 June 1976 in the Soweto Uprising in South Africa. The Soweto Uprising refers to the protests by black South African high school students during apartheid against the use of Afrikaans as a medium of instruction. […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:E4ZPDX8Z
Keywords: Author:OpenDevEd

The privilege of #pivotonline: A South African perspective - Adam, Taskeen (Open Development & Education, 2020)
Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …
EdTechHub.Source: <this> EdTechHub.Source: 2129771:YIULJYN8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3760383 2129771:XBIPY9PU 2129771:YIULJYN8 2405685:BE8K7HXB
Keywords: Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence; docs.opendeved.net

Visions for the Sustainable Implementation of the One Laptop per Child Project - Adam, Taskeen (University of Cambridge, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:537K58Y3 261495:VETHWPGD
Keywords: Author:OpenDevEd

Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wacharia, Wairimu; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (ESSA, Zizi Afrique, EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4279156 2129771:XYEJSVYW 2405685:S9MFQ8KB 2339240:HZTGKNN9
Keywords: Author:OpenDevEd; _EdTechHub_Output; _GS:not_indexed; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Open at the Margins - Adam, Taskeen; Allen, Nicole; Amiel, Tel; Asino, Tutaleni; Atenas, Javiera; Bali, Maha; Barnes, Naomi; Bourg, Chris; Bouterse, Siko; Caines, Autumm; Campbell, Lorna M.; Cangialosi, Karen; et al. (Rebus Community, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8Q7MBRTS
Keywords: Author:OpenDevEd; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Cuba CUB; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Jordan JOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:Nigeria NGA; _C:Portugal PRT; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:State of Palestine PSE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Venezuela VEN; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:8ZE967GQ
Keywords: Final_citation; cited; existing

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4460344 2129771:8XFH4Q9X 2129771:DDU3QPXM 2339240:XXL72KUQ 2405685:2QM825CH
Keywords: Author:Haßler; Author:OpenDevEd; _EdTechHub_Output; _MELA_seen; ___duplicate_item; _bjoern_cv; _cover:analysis:nopdf; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WDFTNQ9R
Keywords: Final_citation; cited; existing

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2129771:8HDZ4MI5 2129771:BGD7S97S 2405685:N5HMII3R
Keywords: Author:OpenDevEd; _EdTechHub_Output; _MELA_seen; ___duplicate_item; _bjoern_cv; _cover:analysis:nopdf; _r:AddedByZotZen

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:FVW4YFH5 2129771:ZY8P63WB
Keywords: Author:OpenDevEd; _EdTechHub_Output

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn; Open Development & Education (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:6CYM9BIT
Keywords: Author:OpenDevEd

One Laptop per Child Rwanda: Enabling Factors and Barriers - Adam, Taskeen; Haßler, Björn; Cruickshank, Heather (Empowering the 21st Century Learner, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2486141:PZQAFS2P
Keywords: Author:Haßler; Author:OpenDevEd; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Maldives and Sri Lanka: Question & Answer Session - Adam, Taskeen; Kaye, Tom; Haßler, Björn (2020)
EdTechHub.Source: 2405685:HE2Q6Z8Y KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; LP: English; _C:Austria AUT; _C:India IND; _C:Maldives MDV; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Uganda UGA; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the US$300 million is allocated and spent most effectively.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:X3R6F4VQ
Keywords: Final_citation; existing

Rolling out a national virtual learning environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (2020)
EdTechHub.Source: 2405685:KWJRW62J KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:EG4V9NYX 2339240:T37Q6QE6 2405685:KWJRW62J 2405685:QFMSIUXQ 2486141:TAPS8LVP
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; H:Online learning; LP: English; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

An Overview of Chatbot Technology - Adamopoulou, Eleni; Moussiades, Lefteris (Artificial Intelligence Applications and Innovations, 2020)
The use of chatbots evolved rapidly in numerous fields in recent years, including Marketing, Supporting Systems, Education, Health Care, Cultural Heritage, and Entertainment. In this paper, we first present a historical overview of the evolution of the international community’s interest in chatbots. Next, we discuss the motivations that drive the use of chatbots, and we clarify chatbots’ usefulness in a variety of areas. Moreover, we highlight the impact of social stereotypes on chatbots design. After clarifying necessary technological concepts, we move on to a chatbot classification based on various criteria, such as the area of knowledge they refer to, the need they serve and others. Furthermore, we present the general architecture of modern chatbots while also mentioning the main platforms for their creation. Our engagement with the subject so far, reassures us of the prospects of chatbots and encourages us to study them in greater extent and depth.
Keywords: Artificial Intelligence; Chatbot; Chatbot architecture; Machine learning; NLU

Systematic reviews: Work that needs to be done and not to be done - Adams, Clive E; Polzmacher, Stefanie; Wolff, Annabelle (Journal of Evidence-Based Medicine, 2013)
Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jebm.12072 KerkoCite.ItemAlsoKnownAs: 10.1111/jebm.12072 2129771:JY9LXI66 2129771:S846ZSML 2405685:ETRT67XD 2486141:SZTGK4PY 2486141:VWALAJR7
Keywords: _Added-ailr-2024; medical Informatics; systematic reviews; unified medical language system

Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies - Adams, Richard J.; Smart, Palie; Huff, Anne Sigismund (International Journal of Management Reviews, 2017)
This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.
KerkoCite.ItemAlsoKnownAs: 10.1111/ijmr.12102 10/gdg6vq 2129771:LZL88W5I 2317526:EE2A296A UA-98bfbd4a-6e50-4502-8310-d5fef7363a11
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; DL4D cited; __C:filed:1; publicImportV1

COVID‐19 pandemic and adolescent health and well‐being in sub‐Saharan Africa: Who cares? - Addae, Evelyn Aboagye (The International Journal of Health Planning and Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1002/hpm.3059 2129771:XS6DIH8J

Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies - Adedoja, Gloria; Oluwadara, Abimbade (Journal of Education and Practice, 2016)
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
KerkoCite.ItemAlsoKnownAs: 2129771:6PDEGCPL 2317526:QMB7LST9 2405685:2B3XKEGJ 2534378:GD8S4UHN 2534378:KAL73UF6 2534378:SDN92DUR
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; Age Differences; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; ERIC; Current Index to Journals in Education (CIJE); Electronic Learning; F:attitude; F:learning; F:pedagogy; Foreign Countries; Higher Education; Instructional Effectiveness; Likert Scales; Nigeria; P:electro; P:services; P:social; P:teachers; P:technology; Postsecondary Education; Predictor Variables; Preservice Teachers; Pretests Posttests; Q:mobile learning; Questionnaires; R:questionnaire; Self Efficacy; Social Studies; Student Teacher Attitudes; T:Training; Technological Literacy; Technology Education; Z:Age Differences; Z:Electronic Learning; Z:Foreign Countries; Z:Instructional Effectiveness; Z:Likert Scales; Z:Predictor Variables; Z:Preservice Teachers; Z:Pretests Posttests; Z:Questionnaires; Z:Self Efficacy; Z:Social Studies; Z:Student Teacher Attitudes; Z:Technological Literacy; Z:Technology Education; __:import:01; __:match:final; __:matched; __:study_id:2096188; __C:filed:1; ___working_potential_duplicate; __finaldtb; publicImportV1; ⛔ No DOI found

Language, literacy, and learning in primary schools: Implications for teacher development programs in Nigeria - Adekola, O. A. (The World Bank, 2007)
96 KerkoCite.ItemAlsoKnownAs: 2129771:J2AU79PJ 261495:HTIT4MCB

Estimation of Thermal Comfort Parameters of Building Occupants Based on Comfort Index, Predicted Mean Vote and Predicted Percent of Dissatisfied People in the North- West Zone of Nigeria - Adekunle, Adebayo; Arowolo T.A; Adeyemi O.A; Kolawole O.A (2020)
Thermal comfort varies significantly between individuals and regions depending on factors such as activity level, clothing, space temperature and relative humidity. This study considers the estimation of thermal comfort parameters such as air temperature, mean radiant temperature, air velocity, emissivity of space, metabolic rates, and heat transfer coefficients to determine comfort index, predicted mean vote, and predicted percent of dissatisfied people. Several equipment were employed to measure thermal comfort parameters indoor of the buildings considered. Results show that Katsina state recorded the least overall comfort index when compared to the remaining states which was attributed to reduced air temperature and relative humidity recorded. Majority of the buildings considered have high mean radiant temperatures and high space diameters which suggests that occupants in this environment are most likely to experience some sort of discomfort especially during summer. Comparing all the thermal comfort of occupants based on Fanger theory, 33.3% felt hot, 26.7% felt warm, 20% felt slightly warm, 13.33% felt slightly cool, 6.7% felt cool, and 0% felt cold which indicates that occupants in this region and Geopolitical zone contend with more of heat than coldness.
KerkoCite.ItemAlsoKnownAs: 10.35629/5252-0205809826 2129771:N6CMPR75 4682641:3YVZT7MI 4682641:7BM443SB
Keywords: BE:LMIC; BE:RELEVANT; ⚠️ Invalid DOI; ⛔ No DOI found

Geographical determinants and hotspots of out-of-school children in Nigeria - Adeleke, Richard; Alabede, Opeyemi (Open Education Studies, 2022)
In Nigeria, children lack access to primary school education, and this hinders their social, cognitive, emotional, and physical skills’ development. With one in every five of the world’s out-of-school children in Nigeria, achieving universal primary education by 2030 remains a challenge. Several studies have investigated the factors that have led to an increase in out-of-school children (OOSC); however, these studies are based on individual level and household predictors with little evidence on the geographical determinants. Hence, this study examines the relationship between OOSC and the socio-economic attributes of the geographical location where they reside. Findings of the spatial analysis show that Sokoto, Zamfara, Yobe, Taraba, and Plateau are the hotspots of out-of-school children. The result further reveals that there is spatial variation in the predictors of out-of-school children in the country. Poverty and internally generated revenue (IGR) predict more cases of school non-attendance in northern Nigeria while foreign direct investment determines the number of children that are out-of-school in the southern region. The study recommends spatially explicit policies to reduce the number of OOSC in Nigeria.
Publisher: De Gruyter Open Access
Keywords: Nigeria; Spatial analysis; foreign direct investment; out-of-school children; poverty

Accounting for time use in classrooms: alternative methodologies for measuring the use and cost-effectiveness of time - Adelman, E. (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9LXEUU2G 2486141:AB4H3728
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed; ⛔ No DOI found

Akogun, O.2023 Co-Construction of a Coherent and Rigorous Body of Research Evidence for Education in Conflict and Crises Settings - Adesina, Adedoyin (Paper presentation. UKFIET Conference, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:73X7A48X 2129771:LPLKMUZW 2486141:54AMJIAQ

Pattern of accessibility and use of Nigeria-education.org as an online education resource - Adesina, Adedoyin (Paper presentation. 2nd International Conference on Education Research for Development in Africa)
KerkoCite.ItemAlsoKnownAs: 2129771:AP5VMIXP 2129771:ZIQS9438 2486141:2WRQ5BSR
Keywords: ⛔ No DOI found