Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia - Kabombwe, Yvonne Malambo; Mulenga, Innocent Mutale (Yesterday and today, 2019)
Publisher: The South African Society for History Teaching (SASHT)

Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in Uganda - Kabugo, David (Journal of Learning for Development, 2020)
A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and utilization of the required resources, then, how can the production, distribution, and utilization of such resources be efficiently and effectively used? Basing on usage-logs and interview data that were collected from 25 teachers in 10 Government-Aided Secondary Schools in Uganda, this report presents a Discourse Analysis of teachers’ use of OERs on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OERs to enhance students’ learning outcomes during COVID-19 schools lockdown.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WFAEAVB7
Keywords: COVID-19; Kolibri; Learning Outcomes; Utilizing Open Education Resources; ⛔ No DOI found

Utilizing Open Education Resources to Enhance Students' Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Using Kolibri by Selected Government Schools in Uganda - Kabugo, David (Journal of Learning for Development, 2020)
A preview of the international dashboard of trends in education suggests that Open Education Resources (OER) have and will continue to impact the provision of education during institutional closure owing to the global COVID-19 pandemic. However, the toughest question that is often presented to OER promoters regards the pedagogical effectiveness of OER: If education resource users are not cognizant and do not pay for the production, distribution and utilization of the required resources, then, how can the production, distribution and utilization of such resources be effectively used? Basing on data obtained from the system (Kolibri) usage-logs and e-interviews (online conversational interviews) on Zoom which were conducted with twenty five (25) purposively selected teachers, and one hundred (100) students invited from 10 Government-Aided Secondary Schools in Uganda, this study presents a Discourse Analysis (DA) of teachers' use of OER on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OER to enhance students' learning outcomes during the COVID-19 schools lockdown.
Publisher: Commonwealth of Learning ERIC Number: EJ1280825 KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v7i3.465 4804264:EGD5LGRE 4804264:LPAW7QQH
Keywords: Access to Education; COVID-19; Developing Nations; Educational Technology; Final_citation; Foreign Countries; Instructional Effectiveness; Learning Analytics; Open Educational Resources; Outcomes of Education; Pandemics; Public Schools; STEM Education; School Closing; Secondary School Students; Secondary School Teachers; Student Attitudes; Teacher Attitudes; Videoconferencing; cited; existing

Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia: - Kadhila, Ngepathimo; Nyambe, John (Journal of Learning for Development, 2021)
Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platforms to keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological access through the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:6G97D7PE
Keywords: Africa; COVID-19; Namibia; _genre:PR-primary_research; higher education institutions; online pedagogies; quality assurance; ⛔ No DOI found

Research on School Effectiveness on Pupils’ Achievement in Developing Countries with Special Reference to Malawi: Some Methodological Issues. - Kadzamira, Chipo (2001)
Publisher: Human Resource Research Centre (HRRC), University of Zimbabwe (UZ.) KerkoCite.ItemAlsoKnownAs: 10.4314/zjer.v13i2.25997 2129771:SVX4ARAI 4752638:7PPF9AWT 4752638:AS66RSVH
Keywords: _C:Malawi MWI

Sex differences in the performance of candidates in languages and humanities subjects at MSCE level, 1982–1986 - Kadzamira, E. C. (Zomba: Malawi National Examinations Board, 1988)
KerkoCite.ItemAlsoKnownAs: 2129771:5E52FPVV 4752638:NFPLUR6E
Keywords: _C:Malawi MWI; ⛔ No DOI found

Evaluation of Pilot Double Shift Secondary Schools - Kadzamira, E.; Chibwana, M.; Hiddleston,, P.; Chonzi, R (Centre for Educational Research & Training/Ministry of Education, 1996)
KerkoCite.ItemAlsoKnownAs: 2129771:E3RF92N8 4752638:HNJK54VJ 4752638:WUUZZTKD
Keywords: _C:Malawi MWI

What Happened to Student Participation After Two Rounds of School Closures in Malawi—And How Have Schools Responded - Kadzamira, E.; Mazalale, J.; Meke, E.; Mwale, I. V.; Rossiter, J.; Moscoviz, L. (Center for Global Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:BDYMV654 4752638:DKX9ECT5
Keywords: _C:Malawi MWI; ⛔ No DOI found

Achievements and Challenges in Meeting the Gender Equity Goals in EFA in Sub-Saharan Africa with a Focus on Southern Africa - Kadzamira, E.C. (2005)
KerkoCite.ItemAlsoKnownAs: 2129771:A833474E 4752638:HGBLHBTM 4752638:YTKHVD73
Keywords: _C:Malawi MWI; ⛔ No DOI found

School-Based Attempts to Reduce the Gender gap in Mathematics Performance Through Gender Streaming, Centre for Educational Research and Training - Kadzamira, E.C. (Africa Regional GASAT Conference, 1997)
KerkoCite.ItemAlsoKnownAs: 2129771:LAFLBV2P 4752638:5YN6D3IJ 4752638:62ZSASQT 4752638:ZFAFRGVV
Keywords: _C:Malawi MWI; ⛔ No DOI found

Promoting Girls Primary Education: Innovation through Government and Donor Co-operation - Kadzamira, E.C.; Sisson, A (Educating Tomorrow: Lessons from Managing Girls’ Education in Africa, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:RGJXWC4I 4752638:JGN838QV 4752638:S6DG5AYK
Keywords: _C:Malawi MWI

Chronic Under-Completion in Malawi’s Primary Schools: Its trends and determinants - Kadzamira, Esme (Education Access: Opening spaces for marginalized Conference, Capital Hotel, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6JSA9WNI 4752638:JWG9XBTG 4752638:N549JHQ6
Keywords: _C:Malawi MWI; ⛔ No DOI found

Gender and Education in Africa, 20 years on, Experiences from Malawi - Kadzamira, Esme (REAL Centre One day Conference Celebrating the work of Professor Colclough, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LJRGI5UB 4752638:R6CF3CD2 4752638:W6KL3I74
Keywords: _C:Malawi MWI; ⛔ No DOI found

Gender & Climate Change: Local Perspectives on Education Indicators in Malawi, Technical meeting on gender, education and indicators: complex conditions and crises, 23-24 June 2021, hosted by Accountability for Gender Equality in Education (AGEE - Kadzamira, Esme (Centre for Education and International Development, Institute of Education, University College London (UCL, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:R6AK5CN5 4752638:KVHKH7SC 4752638:M4LIHFV3
Keywords: _C:Malawi MWI; ⛔ No DOI found

User fees in Primary Education in Malawi - Kadzamira, Esme (UNCTAD Expert meeting on Universal Access to Services, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:3J2L72DH 4752638:2Q9PRR2N 4752638:AK9FK96Y
Keywords: _C:Malawi MWI; ⛔ No DOI found

Who benefits from abolishing secondary school fees in Malawi & what are the costs? - Kadzamira, Esme (Transforming Malawi: An Engagement on Affordable Secondary Education, Ministry of Education/ UNICEF, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:J992NAMR 4752638:JZSK6DTR 4752638:LRV5MJM8
Keywords: _C:Malawi MWI

Will the poorest children benefit from abolishing secondary school fees in Malawi” - Kadzamira, Esme (UK Forum for International Education & Training (UKFEIT) 2019 bi-annual Conference, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:XI4E8XQE 4752638:63BCHQLE 4752638:8GH4CWA2
Keywords: _C:Malawi MWI; ⛔ No DOI found

Knowledge and Policy Formulation: Reducing Gender Inequalities in Education in Sub-Saharan Africa: Malawi Case Study - Kadzamira, Esme C. (1997)
KerkoCite.ItemAlsoKnownAs: 2129771:24TA7GW7 4752638:37SVFI2R 4752638:BAUSN97U 4752638:ZWLZFPIU
Keywords: _C:Malawi MWI; ⛔ No DOI found

Where has all the education gone in Malawi? - Kadzamira, Esme C. (Institute of Development Studies University of Sussex, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:SKRA5N9A 4752638:697868EX 4752638:78HD8IBF 4752638:EC29GHRP
Keywords: _C:Malawi MWI

Short report: Summary of findings from an investigative study of abuse of girls in Malawian primary schools - Kadzamira, Esme C. & Lemani Eve (Malawi Journal of Development Education, 2003)
The main objectives of the study were to investigate the nature, pattern and extent of abuse of girls in Malawian primary schools, examine ways in which the schools addressed the issue of abuse, and recommend strategies for reducing its incidence. The study was part of a larger research project covering Ghana and Zimbabwe as well as Malawi, based at the Centre for International Education, University of Sussex, England, funded by the Department for International Development (DFID).
Publisher: University of Malawi KerkoCite.ItemAlsoKnownAs: 10.10520/AJA17290783_7 2129771:JKZ83UL8 4752638:4ZENG45M
Keywords: _C:Malawi MWI; ⚠️ Invalid DOI

Gender and primary schooling in Malawi: Partnership for strategic resource planning for girls’ education in Africa - Kadzamira, Esme C.; Chibwana, Mike P. (Nairobi/London: FAWE & IDS, UK, 1999)
KerkoCite.ItemAlsoKnownAs: 2129771:428GSY9M 4752638:5WJKCEXJ
Keywords: _C:Malawi MWI; ⛔ No DOI found

Gender and primary schooling in Malawi - Kadzamira, Esme C.; Chibwana, Mike P.; Educationalists, Forum for African Women (Institute of Development Studies Brighton, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:TH8HGC84 4752638:DCIRB8UX 4752638:INX7XW57 4752638:PK3R8EI2 4752638:SPZW9JEY 4752638:TQK3L239
Keywords: _C:Malawi MWI

GABLE Double Shifts Pilot Study - Kadzamira, Esme C.; Kunje, Demis (University of Malawi, Centre for Educational Research & Training, 1996)
KerkoCite.ItemAlsoKnownAs: 2129771:G3SG9BQF 4752638:3RCWQPXU
Keywords: _C:Malawi MWI

Primary community schools project southern region baseline study - Kadzamira, Esme C.; Ndalama, M. (Lilongwe: DFID, 1997)
KerkoCite.ItemAlsoKnownAs: 2129771:RIRWF8YQ 4752638:V7V3HSIA
Keywords: _C:Malawi MWI; ⛔ No DOI found

Financing Primary Education for All: Public expenditure and education outcomes in Malawi - Kadzamira, Esme C.; Nthara, Khwima; Kholowa, Foster (Institute of Development Studies, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:RJCKABJV 4752638:E4JZA2RR 4752638:QEV67AD5
Keywords: _C:Malawi MWI

The impact of HIV/AIDS on formal schooling in Malawi - Kadzamira, Esme C.; Swainson, Nicola; Maluwa-Banda, Dixie; Kamlongera, Augustine (2001)
KerkoCite.ItemAlsoKnownAs: 2129771:FSWXSXYG 4752638:HJ32HSDP 4752638:QNLGBMJU 4752638:TNEHDSZA
Keywords: _C:Malawi MWI; ⛔ No DOI found

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (Centre for Educational Research and Training University of Malawi, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK
Keywords: C:Malawi; _C:Malawi MWI; ⛔ No DOI found

The impact of HIV/AIDS on primary and secondary schooling in Malawi: Developing a comprehensive strategic response - Kadzamira, Esme Chipo; Banda, Dixie Maluwa; Kamlongera, Augustine; Swainson, Nicola (Malawi: Ministry of Education, 2001)
KerkoCite.ItemAlsoKnownAs: 2129771:CX54FF7N 4752638:2JPJD35E 4752638:ACXAXMES 4752638:RPN8H3NK
Keywords: _C:Malawi MWI; ⛔ No DOI found

The Changing Roles of Non-Governmental Organisations in Education in Malawi. - Kadzamira, Esme Chipo; Kunje, Demis (2002)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:N99CVXAX 4752638:2ZYLXJGC 4752638:4XDGK8T5 4752638:5NQVASUC 4752638:HAATHI6Q 4752638:VFLIJ6HD 4752638:VPH98KSP 4752638:VUUDNJUK 4752638:W5FDATA4
Keywords: _C:Malawi MWI; ⛔ No DOI found

Malawi: Study of Non-state providers of basic services - Kadzamira, Esme; Moran, Dominique; Mulligan, Jo; Ndirenda, Nebert; Reed, B.; Rose, P. (DFID Policy division, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:HNHJXC6N 4752638:2PJRJ6TA 4752638:88HH3U5J 4752638:AEPABIAU
Keywords: _C:Malawi MWI; ⛔ No DOI found

Can free primary education meet the needs of the poor?: evidence from Malawi - Kadzamira, Esme; Rose, Pauline (International journal of educational development, 2003)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(03)00026-9 2129771:M2EHYB38 4752638:8TDII7DK 4752638:D93KEYV7 4752638:DMWN8TZW 4752638:EHU53VGE 4752638:IVIEUYBN 4752638:JCDDJ3J2 4752638:MM2RDPIM 4752638:R6CUTJLH 4752638:YN4B8AXC 4752638:ZX5CFRQ9
Keywords: _C:Malawi MWI

Educational policy choice and policy practice in Malawi: Dilemmas and disjunctures - Kadzamira, Esme; Rose, Pauline (2001)
Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:S6YKWTTN 4752638:53LBC3MR 4752638:6PPFZS7J 4752638:826GKNQX 4752638:9L3QQLDQ 4752638:I95TL9VC 4752638:ICPVC8TA 4752638:IEPPH4H6 4752638:KLKVCBQN 4752638:NQMW2YUN 4752638:TWNHY5JX 4752638:TXGUAYVI 4752638:UDAGZB56
Keywords: _C:Malawi MWI; ⛔ No DOI found

Who benefits from abolishing secondary school fees in Malawi, and what are the costs - Kadzamira, Esme; Rose, Pauline; Zubairi, Asma (World Education Blog. Global Education Monitoring Report.[online]. Available from: https://gemreportunesco. wordpress. com/2018/10/19/who-benefits-from-abolishing-secondary-school-fees-in-malawi-and-what-are-the-costs//>.[Accessed on 12th November 2018], 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:H88WGUMX 4752638:G7B697BS
Keywords: _C:Malawi MWI; ⛔ No DOI found

Summary of findings from an investigative study of abuse of girls in Malawian primary schools - Kadzamira, Eve (Malawi Journal of Development Education, 2003)
Publisher: University of Malawi KerkoCite.ItemAlsoKnownAs: 2129771:Z9RRPBEI 4752638:4AJIKNZ6 4752638:JPP4IZYL
Keywords: _C:Malawi MWI; ⛔ No DOI found

How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? - Kaffenberger, Michelle (Brookings, 2020)
Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2129771:68DMTZRP

Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss - Kaffenberger, Michelle (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/017 2129771:VEPYCQGT

Failing to Plan? Estimating the Impact of Achieving Schooling Goals on Cohort Learning - Kaffenberger, Michelle; Pritchett, Lant (Research on Improving Systems of Education (RISE), 2020)
The Sustainable Development Goals have targets for both expansion of schooling to achieve universal completion of primary and secondary schooling, and for learning, to reach universal basic proficiency in reading and mathematics. Yet today not a single developing country has an empirical estimate of how much reaching their schooling goal would contribute to reaching their learning goals. We build a simple, formal, parameterized model of the learning process and calibrate the parameters to replicate observed learning outcomes in developing countries. We then use this model to simulate the progress on global learning goals that would result from achieving universal completion of grade 10. Our simulations suggest that in a “typical” low income country increasing completion of grade 10 from its current level of roughly 30 percent to 100 percent increases cohort learning by only 9 points on a PISA-like scale (mean of 500, standard deviation 100), an effect size of less than one tenth of one standard deviation. More strikingly, in our simulations this massive expansion of enrollment has zero impact on the proportion of youth reaching the SDG targets for learning. The reason for this perhaps counter-intuitive finding is that our simulation model allows for children who fall behind the curriculum to stop learning while in school and assumes that those learning the least dropout first. Therefore, expanding enrollment simply shifts most children from not learning while out of school to not learning while in school. In contrast to the weak impact of expanding enrollment at existing levels of learning, even modest changes to the learning process such as reorienting the curriculum to children’s learning levels can have massive effects. With an improved learning process, achieving universal grade 10 completion has ten times the impact on average scores than under the existing learning process.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/038 2129771:VK7GVQTN 2486141:HKCDKRJQ
Keywords: _final_bib

Estimating the impact of women’s education on fertility, child mortality, and empowerment when schooling ain’t learning’ - Kaffenberger, Michelle; Pritchett, Lant; Sandefur, Justin (RISE (Research on Improving Systems of Education) Working Paper, 2018)
Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. The paper's findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (eg grade completion) versus learning (eg literacy) on life outcomes. The results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
Keywords: ⛔ No DOI found

JABSOM Library: Colandr for Systematic Reviews: Introducing Colandr - Kahili-Heede, Melissa
Using the systematic review tool for title and abstract screening, full-text article screening, and data extraction
KerkoCite.ItemAlsoKnownAs: 2129771:DIYYVIUU 2405685:PYE2X6IZ 2486141:IXG47JQN

The returns to vocational training and academic education: Evidence from Tanzania - Kahyarara, Godius; Teal, Francis (World Development, 2008)
In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2007.11.011 10/dv4nwz 2129771:89TV2XR9 2317526:A9PEUINX
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CC:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:manufacture; T:TVET; T:Training; Z:Benefits of education; Z:Employment skills; Z:Vocational education and training; publicImportV1

What Is Agile Methodology: A Primer on Moving Fast - Kaiser, Caleb (Wellfound (formerly AngelList Talent))
Everything you need to know about agile methodologies and its many frameworks.
KerkoCite.ItemAlsoKnownAs: 2129771:SGYG29RN 4426965:2C9DPQGK

Social Dimension and Participation in Vocational Education and Training - Kaiser, Franz; Krugmann, Susann (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:MZMQHYT6 2317526:R7T3YDRK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Egypt; CLL:en; publicImportV1; ⛔ No DOI found

Social Dimensions and Participation in Vocational Education and Training - Special Issue - Kaiser, Franz; Krugmann, Susann (2018)
IJRVET's special edition in 2013 "Social Dimension and Participation in VET-System".
KerkoCite.ItemAlsoKnownAs: 2129771:IQ3RIKM7 2249382:BMMGMTSL 2317526:N44CND95

Application of Crime Risk Mapping Within the School Focus Area in Kota Kinabalu Using GIS - Kalang, Lizalin; Eboy, Oliver (2019)
Crime is an inevitable social problem that is facing by most countries around the world. Criminal behaviour brings a significant negative consequence of urban development. A lot of changes will occur to the economic, demographic, political, cultural, technological and social because of urbanization. The rise in crime issues due to urban development lead urban schools to be threatened with criminal activity. Regarding this, school safety should not be compromised for schools in the city, especially in high schools. Lack of research on criminal issues from many disciplines, especially in Geography is one of the major cause of ineffectiveness in crime prevention. Geographic Information System (GIS) is a system based on the use of computers for the purpose of obtaining, storing, analyzing and presenting spatial data. This paper focuses on the application of GIS as a tool used in geography for crime mapping. Thus, the purpose of this paper is to provide recommendations for high-risk crime mapping for schools in Kota Kinabalu area. The objectives of this study are identifying the type of crime in the study area and identify the behavioural patterns of the crime using GIS analysis. This study using the property and violent crime statistics data of Kota Kinabalu city for the year 2018 obtained from Sabah's Contingent Headquarters (IPK) in Kepayan. GIS analysis used in this study includes classification, interpolation using Inverse Distance Weight (IDW), buffering, and overlay. Based on the findings in this study, all zones in the study area are affected by property and violent crime. There are high schools located in areas with a high risk of property and violent crime Meanwhile, the high school that affected by both types of crime is Sekolah Menengah Agama Toh Puan Hajah Rahmah.
Keywords: ⛔ No DOI found

Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda - Kalibwani, Rebecca; Kakuru, Medard; Carr, Alexis; Tenywa, Moses (Journal of Learning for Development, 2021)
An evaluation study of the Lifelong Learning for Farmers (L3F) program was undertaken in two sites; in the central and northern regions of Uganda. Propensity Score Matching (PSM) was used to measure the impact of the program on crop and household income, as well as the empowerment levels of its participants. The two sites had differences not only in geographical location but in historical background and implementation of the program, which may have influenced the livelihood outcomes. Despite these differences, the results of the study confirm the potential of the L3F approach to raise participants’ crop and household income relative to non-L3F counterparts, significantly so for women participants. There is also sufficient evidence to confirm that L3F positively contributes to farmer empowerment, and, subsequently, their livelihood. The paper draws lessons for scaling the empowerment process using the lifelong learning for farmers’ model in Uganda.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:57S95N2P
Keywords: Empowerment; Lifelong learning for farmers; Propensity Score Matching; Uganda; _genre:PR-primary_research; ⛔ No DOI found

A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in Zambia. - Kalimaposo, Kalisto; Kandondo, S. Chileshe; Matafwali, Beatrice; Mulenga, Innocent Mutale; Muleya, Gistered; Chakufyali, Peggy Nsama (2012)
Publisher: Zambia Journal of Education
Keywords: ⛔ No DOI found

Learning Software Development through Modeling using an Object Oriented Approach with Unified Modeling Language: A Case of an Online Interview System - Kalinga, Ellen Ambakisye (Journal of Learning for Development, 2021)
This paper demonstrates the learning of software engineering through modeling using Object-Oriented Analysis and Design approach with Unified Modeling Language. An online interview management system case project to the whole class was used to develop the software requirement specification. Through modelling, the processes to be considered in software development were also elaborated, where it starts with the identification of major or basic processes of the domain of application, followed by the identification of activities to be performed under each basic process and, finally, transforming the activities highlighted in the functional requirements presentation. Modeling was practised by students through group case projects, and students were active, engaging and focusing on the learning process in such a way that more than 85.9% of students had the courage to attempt design questions during university examinations.
Number: 1
Keywords: Object-Oriented Analysis and Design; Unified Modeling Language; learning through modeling; model-driven approach; software development process.; software engineering; ⛔ No DOI found

Social annotation enabling collaboration for open learning - Kalir, Jeremiah H. (Distance Education, 2020)
Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757413
Keywords: annotation; collaboration; computer-supported collaborative learning; open educational practices (OEP); social design experiment

Patient data as medical facts: social media practices as a foundation for medical knowledge creation - Kallinikos, J; Tempini, N (Information Systems Research, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2014.0544 2129771:45XFMRWY 2486141:AF4BKB5P

Country-level research review: Sierra Leone - Kallon Kelly, Christiana; Koomar, Saalim; Kreimeia, Adam; McBurnie, Chris; Mitchell, Joel; Myers, Christina (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8L3PE7WJ
Keywords: _C:Sierra Leone SLE

Country-level research review: Sierra Leone - Kallon Kelly, Christiana; Koomar, Saalim; Kreimeia, Adam; McBurnie, Chris; Mitchell, Joel; Myers, Christina (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:5BLVEY7N 2339240:746WTJF3 2405685:HNVAP5QB
Keywords: _C:Sierra Leone SLE; dode_eth-src-eth

Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education - Kalloo, Rowena Constance; Mitchell, Beular; Kamalodeen, Vimala Judy (Journal of Education for Teaching, 2020)
Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.
Publisher: Routledge _eprint: https://doi.org/10.1080/02607476.2020.1800407 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2129771:M5ELW4N7
Keywords: COVID-19; Teacher education; __C:filed:1; inequities; online education

Gamification in Science Education. A Systematic Review of the Literature - Kalogiannakis, Michail; Papadakis, Stamatios; Zourmpakis, Alkinoos-Ioannis (Education Sciences, 2021)
The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.
Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci11010022 2129771:Z34JUTII
Keywords: _genre:LR-literature_review; engagement; gamification; motivation; science education; systematic literature review

Kenya Association of Manufacturers (Kenya) - KAM
Kenya Association of Manufacturers (KAM) is a respected business association that unites industrialists and offers a common voice for businesses.
UA-ba90ea7f-e649-43c5-829a-72b717f9ec5d KerkoCite.ItemAlsoKnownAs: 2129771:7JKKU2CT 2317526:UGD3NDIB
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Industry; publicImportV1

Investigating ICTs for Education in Marginalized Communities - Kamal, Mehruz; Diksha, Diksha (2019)
Keywords: ⛔ No DOI found

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone - Kamanda, Mamusu; Madise, Nyovani; Schnepf, Sylke (International Journal of Educational Development, 2016)
In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.09.008 2129771:24DRB739 2129771:QXGQZQLQ 2405685:YPUYEULY
Keywords: Girls’ education; Mothers’ education; School attendance; Sierra Leone; _C:Sierra Leone SLE

Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone - Kamara, Alhaji Bakar (Asian Journal of Interdisciplinary Research, 2020)
As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.
KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:458LFMMX 2486141:SXTZ66DT
Keywords: Training College

View of Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone | Asian Journal of Interdisciplinary Research - Kamara, Alhaji Bakar (Asian Journal of Interdisciplinary Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:2SLNN2ZL 2129771:AZF8GDA2 2486141:ESCK26NT 2601447:3XAPE3JH 4556019:QFWKFLQK
Keywords: _C:Sierra Leone SLE

Transformation of Education Policy and Governance in the Digital Era - Kamp-Hartong, S.; Piattoeva, N.; Saari, A.; Savage, G. (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:I6G6EY4M
Keywords: Final_citation; anystyle; existing

An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children With Autism - Kanakri, Shireen M.; Shepley, Mardelle; Tassinary, Louis G.; Varni, James W.; Fawaz, Haitham M. (Environment and Behavior, 2017)
The objective of the present study is to explore the impact of acoustical design on children with autism in school classrooms. Empirical research on this topic will provide information on how interior space features and spatial environment characteristics can be used to support the learning and developmental needs of children with autism. Specifically, the connection between repetitive behaviors and ambient noise levels in school classroom environments was observed in four classrooms. The occurrence of repetitive motor movements, repetitive speech, ear covering, hitting, loud vocalizations, blinking, and verbally complaining in relation to decibel levels were analyzed using Noldus Observer XT software. As hypothesized, a correlation between noise levels and frequency of target behaviors was found; that is, as decibel levels increased, several of the observed behaviors occurred with greater frequency. Further empirical testing is necessary to test a causal relationship between increased ambient noise levels and autism-related behaviors, and sensory discomfort as a mediator of that relationship. Findings are applied to the development of classroom design guidelines.

Facilitator's Guide to Participatory Decision-Making - Kaner, Sam (John Wiley & Sons, 2014)
Unleash the transformative power of face to face groups The third edition of this ground-breaking book continues to advance its mission to support groups to do their best thinking. It demonstrates that meetings can be much more than merely an occasion for solving a problem or creating a plan. Every well-facilitated meeting is also an opportunity to stretch and develop the perspectives of the individual members, thereby building the strength and capacity of the group as a whole. This fully updated edition of The Facilitator's Guide to Participatory Decision-Making guides readers through the struggle and the satisfaction of putting participatory values into practice, helping them to fulfill the promise of effective group decision-making. With previous editions already embraced by business and community leaders and consulting professionals around the world, this new book is even more insightful and easy to use. New for this edition: 60 pages of brand new skills and tools Many new case examples Major expansion and reorganization of the advanced sections of the book. New chapter: Teaching A Group About Group Dynamics Doubled in size: Classic Facilitator Challenges. Substantially improved: Designing Realistic Agendas – now three chapters, with wise, insightful answers to the most vexing questions about meeting design.
Google-Books-ID: oGJiAwAAQBAJ
Keywords: Business & Economics / Decision-Making & Problem Solving; Business & Economics / General; Business & Economics / Management; Business & Economics / Organizational Development

Enhancing teacher assessment practices in South African schools: Evaluation of the assessment resource banks - Kanjee, Anil (Education as change, 2009)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/16823200902940599 2129771:KUUDIVCI

Tensions and dilemmas of cross-cultural transfer of knowledge: post-structural/postcolonial reflections on an innovative teacher education in Pakistan - Kanu, Yatta (International Journal of Educational Development, 2005)
ISBN: 0738-0593 Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2005.01.002 2129771:X3AA34IC

Can the Ugly Duckling of ODL be Transformed into a Swan? The MOOC Effect - Kanwar, Asha (2013)
Public Lecture, University of South Africa (Unisa), Johannesburg, South Africa, 4 October 2013 by Professor Asha Kanwar, Commonwealth of Learning // Or more pertinently for us,‘Can the ugly duckling of ODL be transformed into a swan? What is the MOOC Effect? As you know, as distance educators we have been constantly working towards ‘parity of esteem’ with a system of higher education which goes back 900 years. In many developing countries ODL is still regarded as a second chance and second choice option. MOOCs, a form of distance learning has captured global media attention in the past two years. Will some of this high profile rub off on more traditional ODL provision?
KerkoCite.ItemAlsoKnownAs: 2129771:EXDNGKEC
Keywords: ⛔ No DOI found

The Impact of Covid-19 on International Higher Education: New Models for the New Normal - Kanwar, Asha; Carr, Alexis (Journal of Learning for Development, 2020)
COVID-19 has had a major impact on international higher education with border closures, cancelled flights, and a shift to online teaching and learning. As a result, many international students have decided to either abandon or defer their plans to study abroad. If students stay in their home countries, many institutions that rely heavily on foreign students’ fees will suffer, with potential impacts on national economies. Beyond the economic implications, it is also important to consider the personal impact of COVID-19 on international students, who may face delays or obstacles to program completion, employment and/or immigration. Though there are certainly risks and losses in the short term, the demand for international education, and the benefits it offers, are expected to grow. This presents an opportunity for higher education institutions (HEIs) and governments, not just to lessen the impact of COVID-19 on their current business models, but to explore new models and opportunities. HEIs and governments must look at redefining international higher education for the new normal, which will entail a shift in policies and programmes. This paper outlines the implications of the COVID-19 crisis for international higher education and presents potential opportunities for governments and higher education institutions to refresh and redefine their approaches for the new normal.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:K8A9ZZE5
Keywords: Higher Education and Covid-19; International Higher Education; Internationalisation; ⛔ No DOI found

Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India - Kapasia, Nanigopal; Paul, Pintu; Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip (Children and Youth Services Review, 2020)
To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2020.105194 2129771:ZQEYBT8E 2405685:Q7MA9TN9
Keywords: COVID-19; E-learning; Lockdown; Undergraduate and postgraduate learners; West Bengal; _COVID_DEAA-List; __C:filed:1

Current and potential future seasonal trends of indoor dwelling temperature and likely health risks in rural Southern Africa - Kapwata, Thandi; Gebreslasie, Michael T.; Mathee, Angela; Wright, Caradee Yael (International journal of environmental research and public health, 2018)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15050952 2129771:69DINMNG 4682641:USE7MRT4
Keywords: BE:LMIC; BE:RELEVANT

Utilization of water reed in production of various insulation panels - Karademir, Arif; Yetis, Ferhat; Imamoglu, Sami; Varlıbas, Hulya (Science and Engineering of Composite Materials, 2013)
Some panels and particleboards were made from reed mats and blends of reed-wood chips to be used inside buildings for sound and heat insulations. It was seen that the outer layers of the reed body (spike) was almost water resistant and exceptionally resistant to the penetration of common adhesives. Therefore, the panels from stitched reed mats exhibited very poor mechanical strength. The sound transmissions of such panels (1–3 km/s) made with various combinations, however, were recorded to be excellent compared with that of particleboards made of wood (17 km/s). Blends of reed chips (2 cm) and wood chips, however, gave particleboards with better mechanical properties (5–17 MPa) than that of panels made from reed mats (2 MPa). An increasing amount of reed chips in tested particleboards was recorded to be improving both sound and heat insulations from 17 to 6 km/s and from 0.34 to 0.27 W/mK, respectively. The bending strength of samples, however, was reduced from 26 to 5 MPa. Thickness swelling was also noted to increase from 18% to 85% due to reed chips addition. It was concluded that the outer layers of water reeds should be modified via chemical and/or enzymatic methods to increase the interfacial bounds between adhesives.
Publisher: De Gruyter
Keywords: heat insulation; insulation panels; particleboards; sound insulation; water reeds

Integrating problem-based learning with ICT for developing trainee teachers' content knowledge and teaching skill - Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad (International Journal of Education and Development using Information and Communication Technology, 2013)
Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.
KerkoCite.ItemAlsoKnownAs: 2339240:K4C794SK 2534378:DMHQTSGS 2534378:DRGJJFB4
Keywords: _THEME: Curriculum and resources; __:import:01; __:match:final; __:matched; __:study_id:2096422; __finaldtb; ⛔ No DOI found

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa - Karamperidou, Despina; Brossard, Mathieu; Peirolo, Silvia; Richardson, Dominic (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 4556019:46I4AY4L

Disability in contexts of displacement - Karanja, Michael (Disability Studies Quarterly, 2009)
ISBN: 2159-8371 KerkoCite.ItemAlsoKnownAs: 10.18061/dsq.v29i4.969 2129771:LTNM36C3
Keywords: __C:filed:1

COVID-19 put 1.6 billion children out of school. Here's how to upgrade education post-pandemic - Karboul, Amel (World Economic Forum, 2020)
Outcomes-based education, where funding is dependent on results, could help ensure quality schooling for millions in a post-pandemic world where social budgets are constrained.
KerkoCite.ItemAlsoKnownAs: 2129771:7UAAWWMH 2486141:RSDYIQWI

Big Data in Climate: Opportunities and Challenges for Machine Learning - Karpatne, Anuj; Kumar, Vipin (Proceedings of the 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining, 2017)

Ascertaining impacts of capacity building in open educational practices - Karunanayaka, Shironica P.; Naidu, Som (Distance Education, 2020)
Interest in the adoption of open educational practices (OEP) is growing, and the strongest arguments in its favor are that the adoption of such practices has the best chances of making education affordable and accessible to all. However, engagement with such practices requires the adoption of a fundamentally different set of beliefs and value systems about the role of education and educational resources in the development of societies. The development of these beliefs and values are achievable through a combination of strategies. These include appropriate policies, as well as capacity building through sustained engagement in carefully designed learning experiences, which involves people reflecting on authentic problems and situations around the adoption of OEP. The impacts of such capacity building are difficult to ascertain because they are an outcome of a combination of factors involving the practitioners themselves, their educational context, as well as their views about intellectual property, its ownership, and role in educational development. This article discusses our approach to shifting the mindsets of practitioners around OEP and ascertaining its impacts on them.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757406
Keywords: MOOC design; capacity building; impacts; open educational practices; shifting perceptions and perspectives

Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education - Kassim, Halima-Sa'adia; Rampersad, David (Journal of Learning for Development, 2022)
This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:ZVMJ4ZA4
Keywords: Access and participation; Caribbean; Equity; Measurement and monitoring; The University of the West Indies; _genre:PR-primary_research; ⛔ No DOI found

A Chatbot for Changing Lifestyle in Education - Kasthuri, E.; Balaji, S. (2021 Third International Conference on Intelligent Communication Technologies and Virtual Mobile Networks (ICICV), 2021)

Human rights based approach to disability in development in Uganda: A way to fill the gap between political and social spaces? - Katsui, Hisayo; Kumpuvuori, Jukka (Scandinavian Journal of Disability Research, 2008)
Publisher: Taylor & Francis

Bringing Human Rights Education to US Classrooms: Exemplary Models from Elementary Grades to University - Katz, Susan Roberta (Palgrave, 2015)
Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students-pri

Liebe Leserinnen und Leser, - Kauffmann, Gesine (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:JUHHBITP 2486141:RPLHH4RT
Keywords: ⛔ No DOI found

Kaufman's Clinical Neurology for Psychiatrists - E-Book - Kaufman, David Myland; Geyer, Howard L.; Milstein, Mark J.; Rosengard, Jillian (Elsevier Health Sciences, 2022)
The only reference to focus on the must-know aspects of neurology for psychiatrists, Kaufman's Clinical Neurology for Psychiatrists, 9th Edition, brings you up to date with the knowledge you need to excel on the American Board of Psychiatry and Neurology and other examinations. It fully covers the exam topics you’ll encounter, along with new content, high-quality illustrations, and multiple-choice questions. In addition, this book prepares you for clinical work in the 21st century. Discusses timely, clinically-relevant topics such as chronic and acute traumatic brain injury, Alzheimer’s disease, correctible causes of dementia, violence, neurologic illnesses that present with symptoms of autism, illicit drug use, stroke, migraine, Parkinson’s disease, tardive dyskinesia current treatments, and more. Includes nearly 2,000 multiple-choice questions both in print and online—all written to help you succeed on the ABPN certifying exam. Features new content, new and improved clinical illustrations: life-like patient sketches, anatomy line drawings, CTs, MRIs, and EEGs. Explains each condition's neurologic and psychiatric features, easily performed office and bedside examinations, appropriate tests, differential diagnosis, and management options. Correlates neurologic illnesses with the DSM-5.
Google-Books-ID: 0jxZEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4804264:RJ3U4KK8
Keywords: Final_citation; Medical / Neurology; Medical / Psychiatry / General

21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation - Kaufman, Kristina J. (Kappa Delta Pi Record, 2013)
Publisher: Routledge _eprint: https://doi.org/10.1080/00228958.2013.786594 KerkoCite.ItemAlsoKnownAs: 10.1080/00228958.2013.786594 2129771:B9RM5BSB 2486141:3WDDIQAG

Qualitative exploration of digital chatbot use in medical education: A pilot study - Kaur, Anjuli; Singh, Sid; Chandan, Joht S.; Robbins, Tim; Patel, Vinod (Digital Health, 2021)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 2129771:938ZKFNM 2129771:KY594F3S 2129771:RDW97XGF
Keywords: Artificial intelligence; digital health; education; lifestyle; machine learning; technology

Synchronizing learning material on Moodle and lecture based supportive tool: The REST based approach - Kautsar, I. A.; Musashi, Y.; Kubota, S. I.; Sugitani, K. (2015 International Conference on Information Communication Technology and Systems (ICTS), 2015)
A lecturer's role are the important part for the success of any eLearning platform, include Moodle LMS. Because only lecturers that enrich learning materials. Unfortunately, Indonesia still faces the bandwidth gap that made difficulties to use Moodle as a daily basis. Moreover, it will become complex when lecturer decide to install it on a local machine. This paper presents supportive tool that not only for enrich learning materials in offline conditions with easy initiation steps, but also synchronize it on remote LMS using Moodle RE ST web service in order to share learning material in limited bandwidth.
KerkoCite.ItemAlsoKnownAs: 10.1109/icts.2015.7379896 10/gf62h5 2129771:D7JG3IA4
Keywords: Decision support systems; Hafnium; Information and communication technology; Moodle; Moodle LMS; Moodle REST Web service; REST; REST-based approach; Supportive Tool; Web Service; Web services; bandwidth gap; e-Learning platform; learning management systems; learning material; remote LMS; synchronisation; synchronization

Lecturer Based Supportive Tool Development and Approaches for Learning Material Sharing under Bandwidth Limitation - Kautsar, Irwan Alnarus; Kubota, Shinichiro; Musashi, Yasuo; Sugitani, Kenichi (Journal of Information Processing, 2016)
総合学術電子ジャーナルサイト「J-STAGE」－国内で発行された学術論文全文を読むことのできる、日本最大級の総合電子ジャーナルプラットフォームです。
KerkoCite.ItemAlsoKnownAs: 10.2197/ipsjjip.24.358 10/gf62h4 2129771:GWYEQMHC
Keywords: __C:filed:1

Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report - Kawa, Muniru; Graham, Hannah; Lee, Philip; Murray, Tobias; Malyon, Stephanie (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YER5RF7X 2339240:EPHMUJLL 2405685:F8XG7GDF
Keywords: _C:Sierra Leone SLE

Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis - Kay, Robin; Lauricella, Sharon (Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2011)
Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking...
Publisher: Canadian Network for Innovation in Education KerkoCite.ItemAlsoKnownAs: 10.21432/T2S598 2129771:I6H3W8QX

MOOCs for Professional Development of Teachers through E-Learning System: The Indian Scenario - Kayal, Soumen; Kayal, Baisakhi Das (SRELS Journal of Information Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17821/srels/2020/v57i2/151966 2129771:3DTBRMRT
Keywords: _C:France FRA; _C:India IND; _C:Kenya KEN; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Öğretimde Tablet Kullanımı: Bir Tutum Ölçeği Geliştirme Çalışması - KAYAPINAR, Ulas; SPATHOPOULOU, Filomachi; SAFIEDDINE, Fadi; NAKHOUL, Imad; KADRY, Seifedine (Eurasian Journal of Educational Research)
EdTechHub.ItemAlsoKnownAs: 2129771:CPKVTGV4
Keywords: __C:filed:1; ⛔ No DOI found

Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics. - Kayapinar, Ulas; Spathopoulou, Filomachi; Safieddine, Fadi; Nakhoul, Imad; Kadry, Seifedine (Eurasian Journal of Educational Research, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:76X8A39V
Keywords: _C:Belgium BEL; _C:Brazil BRA; _C:Canada CAN; _C:Denmark DNK; _C:France FRA; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Kuwait KWT; _C:Lebanon LBN; _C:Malawi MWI; _C:Nigeria NGA; _C:Romania ROU; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya - Kaye, Tom (Trust, Accountability and Capacity in Education System Reform, 2020)

Bangladesh Back-to-School Campaign - Kaye, Tom; Chuang, Rachel; Moss Coflan, Caitlin; Haßler, Björn (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _publish; _r:ImportedToMyEducationEvidence; _yl:g; _zenodoETH; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (Zenodo, 2020)
On 17 March 2020, Bangladeshi schools were closed to restrict the spread of Covid-19. Overnight, an education system supporting more than 36 million learners pivoted to distance learning (⇡World Bank, no date). The government worked in close collaboration with other stakeholders to deploy print, radio, TV, mobile, and online resources to provide educational continuity. The UK FCDO Bangladesh team requested a topic brief from the EdTech Hub to provide guidance on monitoring distance education in Bangladesh. Specifically, the Hub was requested to provide recommendations, based on lessons learned internationally, on how the government could put in place systems to improve the monitoring of distance learning to support strategic decision-making. The EdTech Hub team conducted a desk review to understand how to best monitor distance education in Bangladesh. Phase one was a rapid review of Bangladesh’s education system. Phase two examined global literature and case studies to identify strategies used to monitor distance education. The review traversed South Asia and other low-income countries globally. This brief focuses solely on monitoring distance learning. It does not attempt to explore modalities for distance education or look at the impact of school closures.
zotzenLib.CopiedFrom: 2486141:ZYQNAMC6 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 2129771:CTZNTV64 2339240:3TNWACL9 2405685:HRT8E6US
Keywords: ___duplicate_item

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 2129771:MSFWXSWR 2339240:2K6FG2CF 2405685:DAFBBJ3F 2405685:HRT8E6US 2405685:XUVA9827
Keywords: ___duplicate_item; dode_eth-src-dode; dode_eth-trf2-dode

Nepal “Ask me anything” Session: Responses to audience questions - Kaye, Tom; Groeneveld, Caspar; Moss, Caitlin; Haßler, Björn (EdTech Hub, 2020)
On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
EdTechHub.Source: 2405685:UXQG7GRG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 2129771:X82WTVD8 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:UXQG7GRG
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Nepal; F: Helpdesk response; LP: English; _C:Austria AUT; _C:Bangladesh BGD; _C:Kenya KEN; _C:Korea XKOR; _C:Liberia LBR; _C:Nepal NPL; _C:Pakistan PAK; _C:Singapore SGP; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

A guide for Accelerated Education Programme designers, implementers, evaluators and agencies - Kayla Boisvert; Jennifer Flemming; Ritesh Shah (2017)

Guidance Note on Climate-Smart School Construction Planning (Draft for Discussion) - Kazemi, Maha; Mackintosh, Alasdair; Ramirez, Ana; Sullivan, Ian

(untitled) - Kazianga (2012)

The Effects of "Girl‐Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso - Kazianga, Harounan; Levy, Dan; Linden, Leigh L.; Sloan, Matt (American Economic Journal: Applied Economics, 2013)

ARTTE Applied Researches in Technics, Technologies and Education - Kazlacheva, Zlatina; Georgieva, Krasimira; Tassev, Georgi; Ganev, Nikolai; Ginkov, Iliya; Vassiliadis, Savvas; Elnashar, Elsayed; Belino, Nuno; Daskalov, Plamen; Kanchev, Angel
KerkoCite.ItemAlsoKnownAs: 2129771:NBEF42I9
Keywords: _C:Bulgaria BGR; _C:Czech Republic CZE; _C:Egypt EGY; _C:Greece GRC; _C:Japan JPN; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Serbia SRB; _C:Slovakia SVK; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Digital humanities, libraries, and partnerships: a critical examination of labor, networks, and community - Kear, Robin; Joranson, Kate (Chandos Publishing, an imprint of Elsevier, 2018)
OCLC: on1001456620
Keywords: Digital humanities; Digital libraries; Humanities; Libraries and Museums

Viewing mobile learning from a pedagogical perspective. - Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter (Research in Learning Technology, 2012)
00054 KerkoCite.ItemAlsoKnownAs: 10.3402/rlt.v20i0.14406 10/gf62hb 2129771:IU287RY8 257089:UN6577BP

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (International Review of Research in Open and Distance Learning, 2012)
[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT
Keywords: Collaboration; Cooperating teachers; Distance education; Distance learning; Education–Adult Education; Feedback; Independent study; Interactive learning; Supervisors; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096507; __finaldtb; adult learning; interactive learning environments; teaching practice

Case study for integrating education for sustainable development in model youth polytechnics in Kenya - Kelemba, Joy Kasandi (2010)
KerkoCite.ItemAlsoKnownAs: 2129771:36AESCB2 2317526:V923L3JH

Handbook of implementation science for psychology in education - Kelly, Barbara; Perkins, Daniel F. (Cambridge University Press, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:ZRWZNWL7

5 Challenges of Digital Transformation in the Public Sector - Kelly, Piers (GovNet, 2023)
Discover the hurdles of digital transformation in the public sector: legacy systems, budget constraints, data security, and change resistance.
KerkoCite.ItemAlsoKnownAs: 4804264:CI4SXX2D 4804264:NR3BSQYC
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Thinking and working with political settlements - Kelsall, Tim
KerkoCite.ItemAlsoKnownAs: 2129771:J32WWS87
Keywords: ⛔ No DOI found

Gut zu wissen: Technologiegestütztes Lernen während der Arbeit - Kempter, Guido; Jost, Patrick; Künz, Andreas (Zukunft der Arbeit–Perspektive Mensch, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9LYYEHHB 2129771:G2L857J8 2129771:JQIJEU2X
Keywords: __C:filed:1

Information Quality: The Potential of Data and Analytics to Generate Knowledge - Kenett, RS; Shmueli, G (John Wiley & Sons, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:NLJM5ZDC 2486141:8XXYK4MN

A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement - Kennedy, E.; Moghli, M. A.; Chase, E.; Pherali, T.; Laurillard, D. (NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies, 2019)
Keywords: ⛔ No DOI found

The Potential of MOOCs for Large-Scale Teacher Professional Development in Contexts of Mass Displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.
Publisher: UCL IOE Press KerkoCite.ItemAlsoKnownAs: 2129771:7VCJER7N
Keywords: Access to Education; Blended Learning; Children; Developing Nations; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Instructional Effectiveness; Internet; Online Courses; Public Schools; Refugees; Sustainability; Teacher Collaboration; Teacher Educators; Teachers; Telecommunications; Vocational Education; Workshops; __C:filed:1; ⛔ No DOI found

The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.18546/lre.17.2.04 4804264:YBD7VSMW
Keywords: Final_citation; cited; existing

Challenges of Technical Vocational Teacher Education and Teaching in Nigeria: The Need for Intervention - Kennedy, George W; Udoetuk, Udeme S (2017)
This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.
Keywords: _C:China CHN; _C:India IND; _C:Japan JPN; _C:Nigeria NGA; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

How does professional development improve teaching? - Kennedy, Mary M. (Review of Educational Research, 2016)
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.
Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654315626800 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315626800 2405685:T5F8AEJQ 2534378:WFATBSZB

Introducing Geographic Information Systems with ArcGIS: A Workbook Approach to Learning GIS - Kennedy, Michael D. (John Wiley & Sons, 2013)
An integrated approach that combines essential GIS background with a practical workbook on applying the principles in ArcGIS 10.0 and 10.1 Introducing Geographic Information Systems with ArcGISintegrates a broad introduction to GIS with a software-specific workbook for Esri's ArcGIS. Where most courses make do using two separate texts, one covering GIS and another the software, this book enables students and instructors to use a single text with an integrated approach covering both in one volume with a common vocabulary and instructional style. This revised edition focuses on the latest software updates—ArcGIS 10.0 and 10.1. In addition to its already successful coverage, the book allows students to experience publishing maps on the Internet through new exercises, and introduces the idea of programming in the language Esri has chosen for applications (i.e., Python). A DVD is packaged with the book, as in prior editions, containing data for working out all of the exercises. This complete, user-friendly coursebook: Is updated for the latest ArcGIS releases—ArcGIS 10.0 and 10.1 Introduces the central concepts of GIS and topics needed to understand spatial information analysis Provides a considerable ability to operate important tools in ArcGIS Demonstrates new capabilities of ArcGIS 10.0 and 10.1 Provides a basis for the advanced study of GIS and the study of the newly emerging field of GIScience Introducing Geographic Information Systems with ArcGIS, Third Edition is the ideal guide for undergraduate students taking courses such as Introduction to GIS, Fundamentals of GIS, and Introduction to ArcGIS Desktop. It is also an important guide for professionals looking to update their skills for ArcGIS 10.0 and 10.1.
Google-Books-ID: v6WcvrT8jRsC
Keywords: Science / Earth Sciences / Geography

The impact of teachers’ perspectives on the development of computing as a subject - Kennewell, Steve; Barnes, Jan (Debates in Computing and ICT Education, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 2129771:DLA98QSG 2129771:LV79K5MB
Keywords: __C:filed:1

Sector Policy for Learners and Trainees with Disabilities - Kenya Ministry of Education (2018)

Recognizing Prior Learning - Kenya National Qualifications Authority
KerkoCite.ItemAlsoKnownAs: 2129771:JUAEJ8YA 2317526:Q9BNWJGX

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya - Kerkhoff, Shea; Makubuya, Timothy (2021)
KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.392 2129771:GCRUZUI9 5242966:CD6M3687

Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review - Kermarrec, Gilles; Regaieg, Ghada; Clayton, Rebecca (Physical Education and Sport Pedagogy, 2022)
Introduction Students’ learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting.Methods The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework.Results The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions.
Publisher: Routledge _eprint: https://doi.org/10.1080/17408989.2021.1999916
Keywords: Learning strategies; mixed-methods; physical education; qualitative and quantitative analysis; self-regulated learning

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Author Jason (Jason Kerwin, 2020)
I’m very happy to announce that my paper with Rebecca Thornton, “Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures”, has been accepted by the Review of Economics and Statistics. An un-gated copy of the final pre-print is available here. Here’s the abstract of the paper: This paper demonstrates … Continue reading "Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures"
Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2129771:IJC7NAMS 4869029:CWEVCHVR

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 4804264:36ZP5QTD 4804264:7CYCDLGN
Keywords: Final_citation

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2020)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
Publisher: MIT Press shortDOI: 10/gg7spz KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 10/gg7spz 2339240:VK3937E2 2405685:9UT2Q56S 2405685:EXQV8YBV 2447227:VDYKWJTR
Keywords: NULP; interesting

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2021)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 2129771:5U6D5BPP 2486141:PAUNZ7M8

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures [blog post] - Kerwin, Jason; Thornton, Rebecca (Jason Kerwin, 2020)
Library Catalog: jasonkerwin.com Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2405685:KZR3PLWL 2447227:9NJPZT93
Keywords: C:Uganda; NULP; interesting

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason; Thornton, Rebecca L. (SSRN Electronic Journal, 2018)
shortDOI: 10/ghgn5h KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3002723 10/ghgn5h 2405685:NY5IKG96
Keywords: _C:Australia AUS; _C:Chad TCD; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Mexico MEX; _C:Spain ESP; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:scheme:1; interesting

The rise of artificial intelligence under the lens of sustainability - Khakurel, Jayden; Penzenstadler, Birgit; Porras, Jari; Knutas, Antti; Zhang, Wenlu (Technologies, 2018)
Publisher: MDPI

EdTech in Jordan: A Rapid Scan - Khalayleh, A.; Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
EdTechHub.Source: 2405685:XCMYPX8N KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911128 10.5281/zenodo.3911128 2129771:2T8DG8CP 2129771:8L3DWY74 2339240:DN2PWAGF 2405685:NB8YWJYP 2405685:XCMYPX8N 2339240:C6U7EP9U
Keywords: C:Jordan; _C:Jordan JOR; _C:Nepal NPL; _C:State of Palestine PSE; _C:Syrian Arab Republic SYR; _C:United States USA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Arabic version of Design Thinking for Educators - Khalayleh, Abdullah (2020)
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:72GNTUED
Keywords: _r:ImportedToMyEducationEvidence

A Monitoring and Evaluation Framework for Blended Learning: Pakistan - Khalayleh, Abdullah; Baloch, ImdadAli; Dele-Ajayi, Opeyemi; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2129771:RY2ZTTKX 2405685:XBPZPS3P
Keywords: _r:AddedByZotZen

A Guide for Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn
KerkoCite.ItemAlsoKnownAs: 2129771:3CAU3FUU
Keywords: Author:OpenDevEd

Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:a

Final report - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4540043 2129771:6T2RCX4X 2405685:NWZU67FG
Keywords: Author:Haßler; Author:OpenDevEd; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:b

Technology-supported Teacher Learning Circles: Engagement and Barriers - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4982237 2129771:T9WGI7FH
Keywords: Author:OpenDevEd

The use of technology to support teacher learning circles in crisis contexts: A rapid review of the literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4974582 2129771:QBUASN3S
Keywords: Author:OpenDevEd; _genre:LR-literature_review

An Exploratory Qualitative Study of the Potential for Enhanced e-Learning in Public Higher Education in Afghanistan - Khalid, Abdul Habib (Indiana University of Pennsylvania, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:P97XLKT8
Keywords: __C:filed:1

Factors influencing teachers’ level of participation in online communities - Khalid, Fariza; Joyes, Gordon; Ellison, Linda; Daud, Md Yusoff (International Education Studies, 2014)
The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.
Original URL: http://www.ccsenet.org/journal/index.php/ies/article/view/43598 KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v7n13p23 2405685:VMFM6CSP 2534378:EDAZA3Z4 2534378:ZN92H5YX
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096356; __finaldtb

Use of remedial teaching approaches for dyslexic students: Experiences of remedial teachers working in urban Pakistan - Khalid, M.; Anjum, G. (Cogent Psychology, 2019)
The purpose of this study was to examine the experiences of remedial teachers while teaching dyslexic students in the urban hub of Pakistan—Karachi. The study explored assessment related experiences, the effectiveness of these approaches, and the challenges incurred by the teachers. Semi-structured interviews were conducted with nine remedial teachers: Interpretive Phenomenological method was used for analysis of their experiences. Results yielded six major themes: Assessment process (Pre- and follow-up assessments), Effective Teaching Techniques (the Orton-Gillingham approach, Sequential approach, Technology-assisted learning, Integrative approach, and Play Therapy), Common challenges (stigma and denial, late diagnosis, behavioral problems, slow progress, and incongruence in teaching), and Role of family (role of parents, and role of other family members). Based on the interview responses, the most effective and popular approach used was the Orton-Gillingham approach, which incorporated multiple senses in the learning process, and was altered to meet the specific needs of a student. Results, implications, and directions for future research are also discussed. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Publisher: Cogent OA KerkoCite.ItemAlsoKnownAs: 10.1080/23311908.2019.1580181 2129771:SJUHF9HT 2339240:T39QY6L4 2486141:3RR5HUGL
Keywords: LMIC; Orton-Gillingham approach; SEN; Special education and; _AcademicRecoveryOECS; assessment and implementation; behavioral problems; challenges faced in remedial teaching; dyslexia in Pakistan; effective teaching approaches for dyslexia

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language–ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny - Khan, Atiya (Australasian Journal of Educational Technology, 2017)
The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
Publisher: Australasian Society for Computers in Learning in Tertiary Education, Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1969007459?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2405685:EPKS7TDM 2534378:MQYLKXN6 2534378:Y6KUBK5K
Keywords: Action Research; Case Studies; Communities of Practice; Diaries; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Faculty Development; Foreign Countries; India; Language Teachers; Participant Observation; Private Schools; Qualitative Research; Questionnaires; Reflective Teaching; Second Language Instruction; Semi Structured Interviews; Teacher Collaboration; Web Sites; Workshops; __:import:01; __:match:final; __:matched; __:study_id:2096053; __finaldtb

NEEV: An education informational chatbot - Khan, Aysha; Ranka, Sakshi; Khakare, Chaitali; Karve, Subodh (International Research Journal of Engineering and Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:QVVW8L3S 2129771:RZ7TII8G
Keywords: ⛔ No DOI found

Political Settlements and the Governance of Growth-Enhancing Institutions - Khan, Mushtaq H
It is well known that institutions work very differently across countries because their political contexts are different. It is also understood that this has important implications for the design of governance priorities in different countries. This paper develops an analysis of the ‘political settlement’ to provide an analytical framework for analysing institutions and governance in developing countries.
KerkoCite.ItemAlsoKnownAs: 2129771:67SRD2V4
Keywords: ⛔ No DOI found

Interaction between collisionless galactic discs and non-axisymmetric dark matter haloes - Khoperskov, A. V.; Khoperskov, S. A.; Zasov, A. V.; Bizyaev, D. V.; Khrapov, S. S. (Monthly Notices of the Royal Astronomical Society, 2013)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/mnras/stt245 2129771:6LTBMF2B

Information and communication technologies in teacher education: a planning guide - Khvilon, Evgueni; Patru, Mariana (UNESCO, 2002)

ECONOMIC DEVELOPMENT: USING ANALYTICAL FRAMEWORKS FOR POLICY DESIGN PED 102 - Khwaja, Asim; Pritchett, Lant
Keywords: ⛔ No DOI found

The Lancet and Financial Times Commission on governing health futures 2030: growing up in a digital world - Kickbusch, Ilona; Piselli, Dario; Agrawal, Anurag; Balicer, Ran; Banner, Olivia; Adelhardt, Michael; Capobianco, Emanuele; Fabian, Christopher; Gill, Amandeep Singh; Lupton, Deborah; Medhora, Rohinton P.; Ndili, Njide; et al. (The Lancet, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(21)01824-9 4804264:2LNIW538
Keywords: Final_citation

Social Protection and Disability in Rwanda - Kidd, Stephen; Kabare, Krystle (2019)

Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (AfriTVET) - Kigwilu Changilwa, Peter; Haßler, Björn; Marsden, Melissa; Watson, Joseph; Schaffer, Jens; Kagambega, Asseta; Iseje, Fatuma; Maseko, Vusi; Orji, Chibueze Tobias; Deodonne, Kunwufine; Amina, Idris; Ewnetu, Tamene; et al. (2019)
Research funded by Federal Ministry for Research and Education, Germany
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3976864 2129771:JCQQCLAY
Keywords: Author:Haßler; Author:OpenDevEd

Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review - KIHWELE, JIMMY (African Journal of Teacher Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.21083/ajote.v9i0.5731 2129771:ZX8WS6TF
Keywords: _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:Ghana GHA; _C:Indonesia IDN; _C:Ireland IRL; _C:Japan JPN; _C:Laos LAO; _C:Malawi MWI; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Assessing the Impact of Training on Lowland Rice Productivity in an African Setting: Evidence from Uganda - Kijima, Yoko; Ito, Yukinori; Otsuka, Keijiro (World Development, 2012)
Summary This study attempts to assess the impacts of a training program on the adoption of improved cultivation practices, the productivity of rice farming, and the income and profit from rice production by using ex-post non-experimental data in Uganda. We found that participation in the training program increased the adoption of the improved cultivation practices. Furthermore, the profit from rice production was also found to have increased by the training program. These findings support the hypothesis that one of the major constraints on the growth in productivity of rice farming in sub-Saharan Africa is the absence of effective extension systems.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.04.008 10/gf62mn 2129771:6TCK7VHB 2317526:VYZHZQWE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; CA:AandC; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:production; P:technology; R:impact; T:Training; Z:diffusion of technology; Z:improved cultivation practices; Z:lowland rice; Z:yield enhancement; _C:Uganda UGA; publicImportV1

Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19: Lessons Learned from Russell County, Alabama - Kilcrease, Adam (Teaching/Writing: The Journal of Writing Teacher Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YJLCF2BW
Keywords: ⛔ No DOI found

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review - Kim, Elisabeth H.; Flack, Clare Buckley; Parham, Katharine; Wohlstetter, Priscilla (Review of Educational Research, 2021)
Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.
Publisher: American Educational Research Association
Keywords: equity; high schools; vocational education

Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning - Kim, Hye Jeong; Choi, Jiyoung; Lee, Suyoun (Education Sciences, 2019)
KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020087 10/gf62hh 2129771:8DHWXGFS 2129771:M6FZTK9A
Keywords: _C:Korea XKOR; _C:Korea; Republic KOR; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Investigating teachers’ pedagogical experiences with tablet integration in Korean rural schools - Kim, Hye Jeong; Kim, Hyeoncheol (The Asia-Pacific Education Researcher, 2017)
00002 KerkoCite.ItemAlsoKnownAs: 10.1007/s40299-017-0331-8 10/gdm2td 2129771:4NP68KHA 2129771:VTKIFVPQ
Keywords: __C:filed:1

Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities - Kim, James S.; Asher, Catherine A.; Burkhauser, Mary; Mesite, Laura; Leyva, Diana (AERA Open, 2019)
This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/2332858419872701 2129771:JZVT248T 4426965:ZRF7Z832

Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia - Kim, Janice; Sabates, Ricardo (Oxford Review of Education, 2022)
Since a nationwide reform of pre-primary education in 2010, Ethiopia has experienced a massive expansion of pre-primary enrolment that increased tenfold in six years. Our paper aims to assess the distribution of early literacy outcomes between children who attended preschool and those who did not and explore how that distribution has changed throughout the reform and by factors such as gender, location, and parental literacy. We find an overall increase in the achievement gaps associated with pre-primary participation between 2010 and 2016. There are also differential patterns in the learning gaps over the reform, with a particular disadvantage for rural students and a relative advantage for students with parents who are not literate. This study suggests that understanding a fuller picture of learning inequality is critical to designing policy to leave no one behind aligned with the UN Sustainable Development Goals.
Publisher: Routledge _eprint: https://doi.org/10.1080/03054985.2022.2072824 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2022.2072824 2129771:MMWK9MH7
Keywords: Educational reform; Ethiopia; early childhood education; educational inequality; nonparametric statistics

Can private school subsidies increase enrollment for the poor? The Quetta Urban Fellowship Program - Kim, Jooseop; Alderman, Harold; Orazem, Peter F. (The World Bank Economic Review, 1999)

An artificial intelligence education program development and application for elementary teachers - Kim, Kapsu (Journal of The Korean Association of Information Education, 2019)
Publisher: Korea Association of Information Education

A development and application of the teaching and learning model of artificial intelligence education for elementary students - Kim, Kapsu; Park, Youngki (Journal of The Korean Association of Information Education, 2017)
Publisher: Korea Association of Information Education
Keywords: ❓ Multiple DOI

Changes in student motivation during online learning - Kim, Kyong-Jee; Frick, Theodore W (Journal of Educational Computing Research, 2011)
00026 KerkoCite.ItemAlsoKnownAs: 2129771:LTG44LQZ 257089:X9WSQGGA
Keywords: ❓ Multiple DOI

What are the Future Trends in Natural Gas Technology to Address Climate Change? Patent Analysis Through Large Language Model - Kim, Mingyu; Lee, Juyong (Patent Analysis Through Large Language Model)
Keywords: ⛔ No DOI found

A conceptual framework for examining HRD and NHRD linkages and outcomes: Review of TVET literature - Kim, Sehoon; Kotamraju, Pradeep; Alagaraja, Meera (European Journal of Training and Development, 2014)
This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.
KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-01-2013-0009 10/gf62qc 2129771:CSVKCHI6 2317526:JQWJZUQY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Kenya KEN; _C:Korea XKOR; _C:Netherlands NLD; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

Further Training Needs for TVET Trainers: Lessons from a National Survey on Rwandan TVET Trainers' Instructional Competencies - Kim, Woocheol; Shin, Heh Youn; Woo, Heajung; Kim, Jiyoung (Journal of Technical Education and Training, 2019)
Recently the Republic of Rwanda has expanded the national TVET system in response to the country's growing need for a skilled youth population. However, policymakers have generally overlooked that the quality of the TVET. system as a whole largely depends on the quality of TVET trainers. Recognising this lack, we conducted a national survey on TVET trainer's instructional competencies to gather information about the current status of TVET trainers' teaching quality. Additionally, after operating a pilot training program for TVET trainers at the RTTI, the national training institution for TVET trainers, we executed the same survey to the training participants to examine their instructional competencies. Then we compared its results in comparison to the results attained from the national survey. All assessments were done by measuring TVET trainers - and students' perceptions of TVET trainers' teaching behaviors. This research represents the first efforts to understand the current level of TVET trainers' teaching skills in Rwanda. Also, the survey results of the teaching behaviors of TVET trainers who received the training indicated the positive effect of the training. Implications of this research at the individual (trainers), institutional, and national levels are discussed at the end.\n
KerkoCite.ItemAlsoKnownAs: 10.30880/jtet.2019.11.02.004 2129771:A8NHEDZ7 2129771:E9PZABEQ 2129771:II2T9TFR 2129771:VALMKRKT

Landscape report on early grade literacy - Kim, Y.-S.G.; Boyle, H.; Zuilkowski, S.S.; Nakamura, P. (USAID, 2017)

Influence of Trainee Teacher Philosophy about Teaching and Learning on Integration of Computer Technology into Future Teaching Practices - Kimaiyo, Lilian C; Kitainge, Kisilu M; Too, Jackson (American Journal of Applied Psychology, 2016)
The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration.
KerkoCite.ItemAlsoKnownAs: 2129771:2DYWF7GH 2317526:TL235JNS
Keywords: ⛔ No DOI found

Building effective COVID-19 Education Response Plans: Insights from Africa and Asia - Kimenyi, Eric; Otieno, Jennifer; Kaye, Tom (2020)
EdTechHub.Source: 2405685:6W2UWE89 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884302 2129771:2MD2QL8K 2405685:6W2UWE89 2339240:7QEJ68RG
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bhutan BTN; _C:Gambia GMB; _C:Ghana GHA; _C:Malawi MWI; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Rwanda RWA; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Uganda UGA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Warmer environments increase implicit mental workload even if learning efficiency is enhanced - Kimura, Tsukasa; Takemura, Noriko; Nakashima, Yuta; Kobori, Hirokazu; Nagahara, Hajime; Numao, Masayuki; Shinohara, Kazumitsu (Frontiers in Psychology, 2020)
Publisher: Frontiers KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.00568 2129771:YWHYN59R 4682641:XYPND8K4
Keywords: BE:RELEVANT

Today's challenges for girls' education - King, Elizabeth; Winthrop, Rebecca (Brookings Global Working Paper Series., 2015)

Evaluating the impact of teacher professional development: an evidence-based framework - King, Fiona (Professional Development in Education, 2014)
Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain despite it being linked with improved PD experiences and pupil outcomes. A lack of skills and tools to carry out such evaluations may be contributing to this or indeed it may be linked to how PD is conceptualized. This article explores extant literature and models of evaluation revealing gaps in existing evaluation frameworks. Resulting from this a provisional PD evaluation framework was developed for use in a study that set out to formally evaluate the impact of a PD initiative on teachers’ professional learning in five urban primary disadvantaged schools in the Republic of Ireland. Following application within this study, the framework was critiqued and revised. This resulted in a new PD Impact Evaluation Framework that may support teachers, schools, departments and policy-makers to carry out systematic and focused evaluations of teacher PD.
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.823099 10/gfw2mh 2129771:ER4FLQXR 2129771:ZA2PQ6CN 2405685:EUPCICWT 261495:F85CK3N5
Keywords: C:Ireland

China's cooperation in education and training with Kenya: A different model? - King, Kenneth (International Journal of Educational Development, 2010)
Abstract This is the first detailed study of the character and particularity of China's rapidly growing education and training cooperation with Kenya. Set against the 50-year history of Kenya's engagement with China, it pays special attention to the human resources targets of the Forum for China–Africa Cooperation (FOCAC) from 2000. It argues that the growing popularity of China as a destination for both short- and long-term training for Kenyans, and the increasing interest by Kenyans in learning Chinese, cannot be separated from the wider involvement of China in Kenya's infrastructure development, the growth of Chinese business and foreign direct investment, and Chinese migration to East Africa.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.03.014 10/fczrfd 2129771:N3FZ3A25 2317526:ZNRL39CJ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; F:pay; T:Training; Z:African training in China; Z:China's education targets; Z:China–Africa; Z:China–Kenya; Z:Chinese aid; Z:Confucius Institutes; Z:Forum for China–Africa Cooperation; publicImportV1

Eight proposals for a strengthened focus on technical and vocational education and training (TVET) in the education for all (EFA) agenda - King, Kenneth (Background paper prepared for the Education for All Global Monitoring Report, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:Z8SAIYVM 2317526:5MMGULKF UA-7F5619D8-8B4D-4A2F-8840-B3E62805CD0D
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1; ⛔ No DOI found

Why disability inclusion is important for climate resilience - King, Molly M. (2024)
Globally, more than a billion people have a disability. Most live in poverty and 80 percent live in low- and middle-income countries, which are more susceptible to climate disasters. Because of this, and sometimes because they are also members of other minorities, disabled people are much more likely to experience the worst impacts of climate change. People with disabilities are two to four times more likely to be hurt or die in climate-related disasters such as heatwaves, wildfires and floods. During the 2017 flooding in rural New South Wales in Australia, those with disabilities were disproportionately impacted by unstable housing, displacement, and post-traumatic stress disorder. When northern Bangladesh faced unprecedented flooding in June 2022, many with disabilities did not receive sufficient support from the government to reach safety and access to shelter, health care, and food.
openalex: W4391337198
Keywords: _z:class:countries; openalex:import; openalex:yes

International Review of Research in Open and Distributed Learning - King, Monty; Pegrum, Mark; Forsey, Martin (International Review of Research in Open and Distributed Learning, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:5TFM87VY
Keywords: ⛔ No DOI found

MOOCs and OER in the Global South: Problems and Potential - King, Monty; Pegrum, Mark; Forsey, Martin (The International Review of Research in Open and Distributed Learning, 2018)
This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v19i5.3742 2129771:C5WKCYGM
Keywords: __C:filed:1

The automation of science - King, R.D.; Rowland, J.; Oliver, S.G. (Science, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165620 2129771:FCJTXY7U 2129771:WUWARRUU 2405685:2H439GC6 2486141:QY3VWCSF
Keywords: _Added-ailr-2024

Universal secondary education in the OECS: Some views on the curriculum - King, Winston K. (Journal of Eastern Caribbean Studies, 2009)
Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2129771:GN868WFE 2129771:MHNF2WNJ
Keywords: ⛔ No DOI found

Lessons for developing countries from experience with technical and vocational education and training - Kingombe, Christian (Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone, 2011)
The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone . The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options.
KerkoCite.ItemAlsoKnownAs: 2129771:P729X3LJ 2317526:ZGB6R7BP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Sierra Leone; CA:AandC; CC:Sierra Leone; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; Education / Educational Policy & Reform / General; F:learning; F:policy; P:economy; P:measurement; P:teachers; Q:certificate; Q:community education; Q:distance learning; Q:primary education; Q:secondary education; T:Lehrlingsausbildung; T:TVET; _C:Sierra Leone SLE; publicImportV1; ⛔ No DOI found

Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research - Kini, Tara; Podolsky, Anne (Learning Policy Institute, 2016)
Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? This paper aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K-12 public schools in the United States. This report reviews 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States. The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work. A renewed look at this research is warranted due to advances in research methods (including the use of teacher and student fixed effects) and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as cross-sectional analyses, which compare distinct cohorts of teachers with different experience levels during a single school year. [For the research brief to this report "Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief," see ED606427.]
ISSN: ISSN- Publication Title: Learning Policy Institute
Keywords: Achievement Gains; At Risk Students; Attendance; Collegiality; Correlation; Educational Legislation; Educational Policy; Elementary Secondary Education; Ethnicity; Federal Legislation; Gender Differences; Mathematics Achievement; Peer Influence; Public School Teachers; Racial Differences; Reading Achievement; Socioeconomic Status; Student Characteristics; Teacher Distribution; Teacher Effectiveness; Teaching Conditions; Teaching Experience; _C:India IND; _C:United States USA; __C:filed:1; __C:scheme:1

Actualizing children’s rights through early childhood care and education: A focus on the Caribbean - Kinkead-Clark, Zoyah; Burns, Sheron; Abdul-Majied, Sabeerah (Journal of Early Childhood Research, 2020)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1476718X19875765 2129771:4H582IJC

An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda - Kintu, Denis (International Journal of Vocational Education and Training Research, 2019)
KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijvetr.20190501.11 2129771:PGAGF5GK 2317526:8ZMMLIMR

When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya - Kinyua, Ann Hildah Gatakaa (Journal of Learning for Development, 2021)
Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:BVAZA9NZ
Keywords: Open Educational Resources (OER); _genre:PR-primary_research; educational infrastructure; teacher competence; ⛔ No DOI found

Chatbot technology: A possible means of unlocking student potential to learn how to learn - Kiptonui, Bii (Educational Research, 2013)
This paper explores the possibility of implementing a constructivist learning environment using chatbot technology as a basis of enabling students acquire global economy and technological information age skills and competencies (21st century skills) within the context of a developing country. The suggested approach is to integrate chatbot technology into the prevailing teaching-learning environment taking into consideration enabling and constraining factors. Social constructivism provides the basis for concretization of this approach, where social interaction plays a fundamental role in the development of cognition, with mediation using cultural tools and scaffolding contributing to the process of learning.
Keywords: ⛔ No DOI found

Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia - Kirk, Jackie; Winthrop, Rebecca (International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education, 2007)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-007-9061-0 2129771:H3K4ND9F 2129771:RP3MC7E8 2486141:5L3NTX36

Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions: Cases of Kenya and Australia - Kitainge, Kisilu M (Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training, 2009)
This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.
KerkoCite.ItemAlsoKnownAs: 2129771:MNBV5CPB 2317526:AH6ZLJYB

Procedures for Undertaking Systematic Reviews - Kitchenham, B (2004)
KerkoCite.ItemAlsoKnownAs: 2129771:5JJ23PA7 257089:E9H9PFJZ

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, B; Charters, S (Technical report, EBSE Technical Report EBSE-2007-01, 2007)
00987 KerkoCite.ItemAlsoKnownAs: 2129771:7UU7DENA 2129771:VYFKNNVK 2317526:HSIWMWZ4 2486141:YSV3TTBZ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; P:Methods; publicImportV1

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, BA; Charters, S (EBSE Technical Report, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:7RP54LK8 2129771:G45N5C6G 2405685:ETPE564Y 2486141:KVCIQUQU

Scaling up behavioral science interventions in online education - Kizilcec, René F.; Reich, Justin; Yeomans, Michael; Dann, Christoph; Brunskill, Emma; Lopez, Glenn; Turkay, Selen; Williams, Joseph Jay; Tingley, Dustin (Proceedings of the National Academy of Sciences, 2020)
Significance Low persistence in educational programs is a major obstacle to social mobility. Scientists have proposed many scalable interventions to support students learning online. In one of the largest international field experiments in education, we iteratively tested established behavioral science interventions and found small benefits depending on individual and contextual characteristics. Forecasting intervention efficacy using state-of-the-art methods yields limited improvements. Online education provides unprecedented access to learning opportunities, as evidenced by its role during the 2020 coronavirus pandemic, but adequately supporting diverse students will require more than a light-touch intervention. Our findings encourage funding agencies and researchers conducting large-scale field trials to consider dynamic investigations to uncover and design for contextual heterogeneity to complement static investigations of overall effects. , Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with one-quarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom.
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.1921417117 2129771:VYTZ8HG4 4426965:MHN92VAU

Resilienz, Empowerment und Selbstorganisation geflüchteter Menschen - Kleefeldt, Esther (Vandenhoeck & Ruprecht, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:GFD6565A 2317526:E33UK76D

The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent: Learning Through Technology - Kleiberg, Elisabeth Vestvik (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:WVEDPC5F
Keywords: _C:Botswana BWA; _C:Ethiopia ETH; _C:Greece GRC; _C:Malawi MWI; _C:Mozambique MOZ; _C:Norway NOR; _C:Portugal PRT; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

A set of principles for conducting and evaluating interpretive field studies in information systems - Klein, HK; Myers, MD (MIS Quarterly, 1999)
KerkoCite.ItemAlsoKnownAs: 10.2307/249410 2129771:8LFBZW4N 2486141:ZTLD2QRG

Preprints with The Lancet are here to stay - Kleinert, Sabine; Horton, Richard (The Lancet, 2020)
We started our collaboration with the freely accessible preprint platform SSRN in June, 2018.1 From then on, we asked all authors of research papers across Lancet journals at submission stage whether they would like to post their paper as a preprint. We started this as a trial to learn more about uptake and the perceptions of the medical and health community, particularly as a latecomer to the preprint concept.
Publisher: Elsevier

VLIV POUŽITÍ MOBILNÍHO DOTYKOVÉHO ZAŘÍZENÍ PŘI PROCVIČOVÁNÍ UČIVA - Klubal, Libor (Klára Rybenská Experimentální ověření efektivity vỳuky anglického jazyka s využitím myenglishlab........... 128 Danuše Vymetálková, 2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:EI2AHPC3
Keywords: _C:Australia AUS; _C:Bulgaria BGR; _C:Chile CHL; _C:China CHN; _C:Czech Republic CZE; _C:Ethiopia ETH; _C:Greece GRC; _C:Luxembourg LUX; _C:Norway NOR; _C:Poland POL; _C:Romania ROU; _C:Singapore SGP; _C:Spain ESP; _C:Sweden SWE; _C:Tunisia TUN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Use of mobile touch device for knowledge retention - Klubal, Libor; Kostolányová, Kateřina (AIP Conference Proceedings, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1063/1.5079080 10/gf62hp 2129771:AFXI4QT2
Keywords: __C:filed:1

KS-TVET Life Skills Course: Project Brief - Klune, Christopher; El-Serafy, Yomna; Macharia, Grace (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/

KS-TVET Life Skills Course: Project Brief - Klune, Christopher; El-Serafy, Yomna; Macharia, Grace (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10200839 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1030 ZenodoArchiveConcept: 10200838
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Do youth employment programs improve labor market outcomes? A systematic review - Kluve, Jochen; Puerto, Susana; Robalino, David A.; Romero, Jose Manuel; Rother, Friederike; Stöterau, Jonathan; Weidenkaff, Felix; Witte, Marc (RWI - Leibniz-Institut für Wirtschaftsforschung, 2016)
This study reviews the evidence on the labor market impact of youth employment programs. We analyze the effectiveness of interventions, and factors that influence program performance including country context, target beneficiaries, program design, implementation, and evaluation type. We identify 113 impact evaluations covering a wide range of methodologies, interventions, and countries. The meta-analysis synthesizes the evidence based on 2,259 effect sizes (Standardized Mean Differences) and the statistical significance of 3,105 impact estimates (Positive and Statistically Significant). Just more than one-third of youth employment program evaluations worldwide show a significant positive impact on labor market outcomes - either employment rates or earnings. In general, programs have been more successful in middle- and low-income countries; this may be because programs' investments are especially helpful for the most vulnerable population groups that they target. We conjecture that recent programs might have benefited from innovations in design and implementation. In middle-low income countries, skills training and entrepreneurship programs have had a higher impact. In high-income countries, the role of intervention type is less decisive - much depends on context and how services are chosen and delivered, a result that holds across country types. We find evidence that programs integrating multiple interventions more likely succeed because they respond better to different needs of beneficiaries. Results also point to the importance of profiling and follow-up systems in determining program performance, as well as to incentive systems for services provider
KerkoCite.ItemAlsoKnownAs: 2129771:B58KPPYI 2317526:2F7UE67W
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Ethiopia; C:Kenya; C:Liberia; C:Malawi; C:South Africa; CLL:en; Employment; _C:Uganda UGA; publicImportV1

DigComp into Action: Get inspired, make it happen. A user guide to the European Digital Competence Framework - Kluzer, Stefano; Pujol Priego, Laia (Publications Office of the European Union, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:UJ83HVD9 5242966:EFEBZZQT

School closure in response to epidemic outbreaks: Systems-based logic model of downstream impacts [version 1; peer review: awaiting peer review] - Kneale, D.; O'Mara-Eves, A.; Rees, R.; Thomas, J. (F1000Research, 2020)
Background: School closures have been a recommended non-pharmaceutical intervention in pandemic response owing to the potential to reduce transmission of infection between children, school staff and those that they contact. However, given the many roles that schools play in society, closure for any extended period is likely to have additional impacts. Literature reviews of research exploring school closure to date have focused upon epidemiological effects; there is an unmet need for research that considers the multiplicity of potential impacts of school closures. Methods: We used systematic searching, coding and synthesis techniques to develop a systems-based logic model. We included literature related to school closure planned in response to epidemics large and small, spanning the 1918-19 ‘flu pandemic through to the emerging literature on the 2019 novel coronavirus. We used over 170 research studies and a number of policy documents to inform our model. Results: The model organises the concepts used by authors into seven higher level domains: children’s health and wellbeing, children’s education, impacts on teachers and other school staff, the school organisation, considerations for parents and families, public health considerations, and broader economic impacts. The model also collates ideas about potential moderating factors and ethical considerations. While dependent upon the nature of epidemics experienced to date, we aim for the model to provide a starting point for theorising about school closures in general, and as part of a wider system that is influenced by contextual and population factors. Conclusions: The model highlights that the impacts of school closures are much broader than those related solely to health, and demonstrates that there is a need for further concerted work in this area. The publication of this logic model should help to frame future research in this area and aid decision-makers when considering future school closure policy and possible mitigation strategies.
Publisher: F1000 Research Ltd KerkoCite.ItemAlsoKnownAs: 10.12688/f1000research.23631.1 2129771:EKEMB9T5
Keywords: __C:filed:1

Using evidence to help build and evaluate good ideas in education technology - Knight, Simon; Moeini, Anissa; Clark-Wilson, Alison (EduResearch Matters, 2020)
As researchers, we care that our educational systems improve, support all learners, and are grounded solidly in research evidence. But how do we work with stakeholders like educational technology s…
KerkoCite.ItemAlsoKnownAs: 2129771:AV2AFZLH 4426965:8UQEIZH4

The Policy of Universal Secondary Education: Its Influence on Secondary Schooling in Grenada - Knight, Verna (Research in Comparative and International Education, 2014)
In an era of increasing access to secondary education in the Caribbean, it becomes critical that we understand the effect that Universal Secondary Education (USE) has had on our education systems in order to inform current educational reform efforts and future educational planning. This study explores the experience of the country of Grenada with the policy of USE. The study embraces the use of mixed methodologies which included document analysis, surveys and interviews in eight secondary schools throughout the tri-island state. The study builds on previous works and contributes to a greater understanding of how policies, such as USE, can create challenges for secondary schooling if not effectively managed. The findings reveal that the implementation of USE in Grenada was challenged by literacy weaknesses and poor teacher support, and impacted school organisational practices, as well as risk factors to educational success, such as student retention, student dropout, and student discipline in schools. The findings also establish the need for further study into the practice of students' non-attendance of classes as being related to USE.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.2304/rcie.2014.9.1.16 2129771:LTMKKERW 2486141:9BYBJAXM