Teacher learning by script - Reeves, J. (Language Teaching Research, 2010)

Exploring the Benefits and Challenges of AI-Language Learning Tools - Rebolledo Font de la Vall, Roxana; Gonzalez Araya, Fabian (International Journal of Social Sciences and Humanities Invention, 2023)
AI language learning tools are computer programs or software applications that use artificial intelligence (AI) algorithms to help users learn and improve their skills in a foreign language. These technologies have a lot of benefits, such as the ability to save time and speed up learning, to give students personalized learning experiences, and to help them learn about other cultures. In this study, the scientific literature was looked at to find out the pros, cons, opportunities, and challenges of using AI language learning tools, such as the need for more human interaction, the complexities of language in context, and the fact that training needs a lot of data. In the future, these AI tools could be used to make changes, like combining VR and AR, developing better algorithms for processing natural language, and using more advanced algorithms for adaptive learning. By addressing these problems and limitations, AI learning systems could become even more powerful and valuable tools for learning languages. Their integration is critical to improving the effectiveness and efficiency of learning user experience solutions.
KerkoCite.ItemAlsoKnownAs: 10.18535/ijsshi/v10i01.02 2129771:7XS9MNF3 2405685:5DI6FYSP 2486141:SRGMXZD2

Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models - Reason, Tim; Langham, Julia; Gimblett, Andy; Malcolm, Bill; Klijn, Sven (Population, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:6HH3L69H
Keywords: ⛔ No DOI found

Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models - Reason, Tim; Langham, Julia; Gimblett, Andy; Malcolm, Bill; Klijn, Sven (Population, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:PJB6DTDA 2405685:CBPEMXNV 2486141:ELIALEJV
Keywords: _Added-ailr-2024; ⛔ No DOI found

High School Teacher Perceptions of Blended Learning - Raymond, Stephen (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:ITZPK2IN
Keywords: _C:France FRA; _C:Greece GRC; _C:Kuwait KWT; _C:Malaysia MYS; _C:Namibia NAM; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Kidscreen quality-of-life measure for children and adolescents - Ravens-Sieberer, U; Gosch, A; Erhart, M; Bruil, J; Duer, W; Auquier, P; Power, M; Abel, T; Czemy, L; Mazur, J; Czimbalmos, A; Tountas, Y; et al. (Expert Review of Pharmacoeconomics & Outcomes Research, 2005)
the European KIDSCREEN Group KerkoCite.ItemAlsoKnownAs: 10.1586/14737167.5.3.353 2129771:AIRB5JEP 2486141:P3WXPN6U
Keywords: Done:ReferenceFixed; eCubed

Handbook of Technical and Vocational Education and Training Research - Rauner, Felix; Maclean, Rupert (Springer Netherlands, 2008)
Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.
KerkoCite.ItemAlsoKnownAs: 2129771:IUEM2BN8 2317526:H2JCVTDI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Messen beruflicher Kompetenzen: Band III. Drei Jahre KOMET-Testerfahrung - Rauner, Felix; Heinemann, Lars; Maurer, Andrea; Ji, Li; Zhao, Zhiqun (LIT, 2011)
Das KOMET-Konsortium legt nach drei Jahren national und international vergleichender Forschung mit dem dritten KOMET-Band ein empirisch überprüftes und breit erprobtes Verfahren zum Messen beruflicher Kompetenz vor. Das Besondere des KOMET-Forschungsansatzes besteht darin, dass vor allem die Berufbildungspraxis das dem Testverfahren zugrunde liegende Kompetenzmodell auch als eine Anleitung zur Gestaltung und Evaluation beruflicher Bildungprozesse schätzt. Erstmals kann jetzt auch für die berufliche Bildung ein psychometrisch evaluiertes international anschlussfähiges Verfahren der vergleichenden Large-Scale-Kompetenzmessung vorgestellt werden.
zotzenLib.CopiedFrom: 2317526:XIAPRNS9 KerkoCite.ItemAlsoKnownAs: 2129771:83IDPEVW 2317526:XIAPRNS9

Competence Development and Assessment in TVET (COMET): Theoretical Framework and Empirical Results - Rauner, Felix; Heinemann, Lars; Maurer, Andrea; Haasler, Bernd (Springer Netherlands, 2013)
The transferability of vocational education and training qualifications across international borders is a live issue in this heterogeneous field. Key to this goal is defining a common methodology for measuring vocational competences. This publication sets out a proposal for just that, based on the results of a pilot project known as ‘COMET’ on competence diagnostics in the field of electrical engineering. The study deploys longitudinal analysis to explore issues of competence development, the development of vocational identity, and occupational commitment. It focuses on two discrete occupational profiles in electrical engineering in an ambitious test of a model currently applied to other professions as well. The model’s success in its first phase is detailed in the second part of the volume, where the authors show that the transfer of the competence framework into an empirical model was successful. They also demonstrate that the methodology can be applied to designing and evaluating vocational education and training processes, making the material relevant to VET teachers and trainers as well as academics. With its first section comprising a full description of the theoretical framework, this book is a significant step forward in an urgent task facing administrations, labor forces and employers around the world. The achievement is in proportion to the notorious complexities of a field whose diversity makes tough demands on large-scale methods of assessment.
zotzenLib.CopiedFrom: 2317526:YC4MVHFL KerkoCite.ItemAlsoKnownAs: 2129771:XEWUWM77 2317526:YC4MVHFL
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Messen beruflicher Kompetenz - Rauner, Felix; Grollmann, Philipp; Martens, Thomas (2007)
Abstract: Felix Rauner, Philipp Grollmann und Thomas Martens present an approach to the measurement of professional competences, which is based on prior experiences and results from the evaluation of a pilot study on the re-design of vocational profiles within a German auto manufacturer.
KerkoCite.ItemAlsoKnownAs: 2129771:U3GNJKZW 2317526:7YEF3CNU
Keywords: ⛔ No DOI found

Handbuch Berufsbildungsforschung - Rauner, Felix; Grollmann, Philipp (UTB, 2018)
Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden
EdTechHub.ItemAlsoKnownAs: 2129771:E5JWMKXR

Grundlagen beruflicher Bildung: Mitgestalten der Arbeitswelt - Rauner, Felix (wbv, 2017)
Schlanke Organisationsstrukturen in der Arbeitswelt erfordern mitdenkende Arbeitnehmer und Arbeitnehmerinnen, die die Prozesse der Arbeitswelt mitgestalten. Die berufliche Bildung setzt diese Anforderungen in einem neuen Leitbild um. Felix Rauner zeichnet in seinem Buch die Grundlagen für das neue Zusammenspiel von Arbeit, Technik und Bildung nach. Er zeigt, welchen Einfluss die Leitidee von der Mitgestaltung der Arbeitswelt auf die Berufsbildungsplanung und -forschung sowie auf die Gestaltung beruflicher Bildungsprozesse hat. Dabei spannt er den Bogen vom Beginn der 1980er-Jahre bis heute und erfasst das Wissen aus zahlreichen nationalen und internationalen Projekten zur beruflichen Bildung.
Google-Books-ID: pkieDwAAQBAJ zotzenLib.CopiedFrom: 2317526:4DSGEP43 KerkoCite.ItemAlsoKnownAs: 2129771:KRW2FNZG 2317526:4DSGEP43
Keywords: Education / Adult & Continuing Education

Handbuch Berufsbildungsforschung - Rauner, Felix (Bertelsmann, 2006)
OCLC: 179861245 KerkoCite.ItemAlsoKnownAs: 2129771:IIRXGUT7 2129771:Z9D4QPZM
Keywords: Architecture / Study & Teaching; Education / Administration / General; Education / Vocational

Raspberry Pi Pico - Raspberry Pi Ltd (Raspberry Pi)
The new, flexible $4 microcontroller board from Raspberry Pi
KerkoCite.ItemAlsoKnownAs: 2129771:IAJ863SZ 4682641:5VNCBVKM

Raspberry Pi Zero 2 W - Raspberry Pi Ltd (Raspberry Pi)
Your tiny, tiny $15 computer
KerkoCite.ItemAlsoKnownAs: 2129771:7FKCWPVW 4682641:Y4GNPCSL

The influence of paikem gembrot model against student’s self efficacy and learning outcomes - Rasidi, Ahmad; Susana, Dian (Journal of Physics: Conference Series, 2020)
Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1742-6596/1539/1/012054 2129771:9Q9UBTJ5
Keywords: _C:China CHN; _C:Indonesia IDN; __C:filed:1; __C:scheme:1

The struggle of translating science into action: foundational concepts of implementation science - Rapport, Frances; Clay-Williams, Robyn; Churruca, Kate; Shih, Patti; Hogden, Anne; Braithwaite, Jeffrey (Journal of evaluation in clinical practice, 2018)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/jep.12741 2129771:WNEVXXLG

U-report: Rapid SMS - RapidSMS (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:7VJK62GN 2405685:FZNZL6J7
Keywords: sub-Saharan Africa

Is Blended Learning Better than Online Learning for B.Ed Students? - Ranjan, Prabhas (Journal of Learning for Development, 2020)
Blended learning is a newly emerging area of research and practice in educational institutions. It is defined as a useful and reasonable combination of online and face-to-face learning and is acclaimed as a successful mode of teaching. The recent growth of online education, which is without classroom interaction, in a developing country like India therefore presents a reason to verify the relative effectiveness of these teaching modes. This study was an experimental study spread over two years, to compare the effectiveness of the blended learning mode and the online learning modes (including their specific teaching-learning strategies) for a B.Ed curriculum. A randomly selected sample of students with a comparable level of intelligence quotient (IQ) was subjected to both controlled (face-to-face) and experimental treatments (online and blended learning). The participants were the students of a predominantly face-to-face mode of a B.Ed Course. The researcher found that the average achievement scores of the blended learning mode were higher than the online learning mode. It appears that the interaction of the instructor and the learners was a critical factor for the better performance of blended learning. This research also suggests that blended learning resulted in better learning attainment and motivation. Blended learning has potential to support learner-centric teaching-learning endeavours. It is an important finding for the emerging trend towards online learning in India. It is also relevant in the context of the conditions created by the COVID-19 pandemic, which has put constraints on the face-to-face mode of teaching.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:4IRMTJF2
Keywords: Moodle; blended learning; experimental study; face-to-face learning; online learning; ⛔ No DOI found

Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment - Randall, Jennifer; O'Donnell, Francis; Botha, Sandra M. (FIRE: Forum for International Research in Education, 2020)
Within the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls' on student learning outcomes and traditional school enrollment. We found that the vast majority of girls advanced through the levels as expected (80%) and, on average, improved their numeracy and literacy skills. The impact on traditional school enrollment was less definitive with the percent of girls who previously attended school, as well as the age of, remaining stable over time, but there was also an increasing trend in the percent of girls who were enrolled in school until the end of the last school year.
Publisher: Lehigh University Library and Technology Services KerkoCite.ItemAlsoKnownAs: 10.32865/fire20206225 2129771:W279YNZW 2339240:8C37BH6Q 2486141:GVQ4L8K3
Keywords: Academic Achievement; Acceleration (Education); Access to Education; Developing Nations; Disadvantaged Youth; Educational Attainment; Enrollment Influences; Females; Foreign Countries; Instructional Program Divisions; LMIC; Literacy; Numeracy; Out of School Youth; Primary Education; Program Effectiveness; School Location; Traditional Schools; War; _AcademicRecoveryOECS; girls; marginalised; quant; quasi-experimental

ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education - Rana, Kesh; Rana, Karna (Malaysian Online Journal of Educational Technology, 2020)
This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Foreign Countries; Higher Education; Information Technology; Nepal; Postsecondary Education; Preservice Teacher Education; Program Implementation; Sustainability; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095751; __finaldtb

A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice - Rana, Karna; Greenwood, Janinka; Fox-Turnbull, Wendy; Wise, Stuart (International Journal of Education and Development using Information and Communication Technology, 2018)
Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.
Publisher: International Journal of Education and Development using Information and Communication Technology, University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados KerkoCite.ItemAlsoKnownAs: 2405685:T6EJ9BDE 2534378:H2JFVWZQ 2534378:P4PFEH9F 2534378:RWLKMDIV 2534378:SYALBK7W 2534378:YJFPUL5N
Keywords: Computer Uses in Education; Conventional Instruction; Curricula; ERIC; Current Index to Journals in Education (CIJE); Education; Educational Change; Educational technology; Elementary Education; Elementary School Teachers; Elementary Schools; Elementary schools; Foreign Countries; Learning; Nepal; Pedagogy; Rural Schools; Rural areas; Rural schools; School environment; Teacher Attitudes; Teacher education; Teaching; Teaching Experience; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095916; __finaldtb; ⛔ No DOI found

A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms - Ran, Hua; Kasli, Murat; Secada, Walter G. (Journal of Educational Computing Research, 2021)
This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see text] = 0.56) on low-performing students’ mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([Formula: see text] = 0.86), followed by tutoring [Formula: see text] = 0.80), game-based intervention ([Formula: see text] = .58), and computerized practice ([Formula: see text] = .23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students’ mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students’ mathematics achievement. Implications for instructional design and practices are also discussed.
KerkoCite.ItemAlsoKnownAs: 10.1177/0735633120952063 2129771:RYHW9DRK 2486141:FCAP4WFQ 4820891:DKFAXG5V
Keywords: _Import_to_OpenDevEd_EvLib; computer; conclusive outcomes; high quality; k-12; low-performing; mathematics; primary; secondary

A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms - Ran, Hua; Kasli, Murat; Secada, Walter G. (Journal of Educational Computing Research, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1177/0735633120952063 4804264:PPN7K52D
Keywords: Final_citation; cited; existing

A Qualitative Study: Perception of Preschool Teachers Use of Technology in Preparing for School Readiness - Ramsey, Lesley C. (Northcentral University, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:PTT8PSY5
Keywords: __C:filed:1

Planning and governance for blended pedagogies and engagement of knowledge economy for South Africa's national development agenda - Ramoroka, Tlou Millicent (University of Limpopo, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:74WPDFSZ 2129771:PYLG6CVU
Keywords: _C:Algeria DZA; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo XCO; _C:Dominican Republic DOM; _C:Egypt EGY; _C:Estonia EST; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Latvia LVA; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:Nigeria NGA; _C:North Macedonia MKD; _C:Norway NOR; _C:Poland POL; _C:Romania ROU; _C:Serbia SRB; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

User or student: constructing the subject in Edtech incubator - Ramiel, Hemy (Discourse: Studies in the Cultural Politics of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1080/01596306.2017.1365694 2129771:PP8WS99G 4426965:7SNVUMN3 4426965:RRGS76FT
Keywords: Stefanie

An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram - Ramazanoğlu, Mehmet; Toytok, Esef Hakan (International Journal of Curriculum and Instruction, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:7BRPX2BI
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Labeled LDA: A supervised topic model for credit attribution in multi-labeled corpora - Ramage, Daniel; Hall, David; Nallapati, Ramesh; Manning, Christopher D. (Proceedings of the 2009 conference on empirical methods in natural language processing, 2009)
Keywords: ⛔ No DOI found

Getting the Right Teachers into the Right Schools: Managing India's Teacher Workforce - Ramachandran, Vimala; Béteille, Tara; Linden, Toby; Dey, Sangeeta; Chatterjee, Prerna Goel (World Bank Publications, 2017)
India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India’s 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.
Google-Books-ID: SQpADwAAQBAJ
Keywords: Education / General; Education / Professional Development

Practical Language Choices for Improving Foundational Literacy & Numeracy in sub-Saharan Africa - Ralaingita, Wendi; Trudell, Barbara; Piper, Benjamin; Norman, Julianne

Assessment Informed Instruction: Classroom level - Ralaingita, Wendi; Jordan, Rachel; Long, Elizabeth; Piper, Benjamin; Fesmire, Marion

Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province - Rakumako, Angeline; Laugksch, Rüdiger C. (2010)
The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed. Keywords : in-service education and training (INSET); mathematics teachers; needs assessment; Limpopo (Northern Province); surveys; teacher characteristics
KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v30n1a319 10/ggtb6g 2129771:V5B498AS

Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure - Raji, Moromoke Nimota (Technische Universität Dresden, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:VMRLDQP2 2317526:WZQQAWNR
Keywords: C:Nigeria

MOLDOVA – DIGITAL EDUCATION READINESS ASSESSMENT 2021-22 - Rajasekaran, Subhashini; Casap, Lucia (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:CCMRTN9Y 4804264:CZ8Q2EKC 4804264:R5WK3K53
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Digital pathways for greater education impact for all: A Country-level Framework - Rajasekaran, Subhashini; Adam, Taskeen; Tilmes, Klaus; Hawkins, Robert (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257860 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1040 ZenodoArchiveConcept: 10257859
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Year long monitoring of indoor air quality and ventilation in school classrooms in Victoria, Australia - Rajagopalan, Priyadarsini; Andamon, Mary Myla; Woo, Jin (Architectural Science Review, 2022)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/00038628.2021.1988892 2129771:JYKTZFVU 4682641:7VMXIBCD
Keywords: BE:RELEVANT

Artificial intelligence and management: the automation-augmentation paradox - Raisch, S; Krakowski, S (Academy of Management Review, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5465/amr.2018.0072 2129771:7N8HQSSW 2486141:XUJNRCJP

Transformations in Teachers' Discourse About Their Students During a School-Led Pedagogic Intervention - Rainio, Anna Pauliina; Hofmann, Riikka (The European Journal of Social & Behavioural Sciences, 2015)
Publisher: Future Academy KerkoCite.ItemAlsoKnownAs: 10.15405/ejsbs.163 2129771:QL6NEV86
Keywords: _C:Finland FIN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Editor’s comments: synergies between big data and theory - Rai, A. (MIS Quarterly, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:T6W72K7X 2486141:7CG87YU3
Keywords: ⛔ No DOI found

Behaviour change key principles for EdTech | MASTER framework - Rahman, Asad; Carter, Alice; WambûiKuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7245959 ZenodoArchiveConcept: 7245958 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245959 10.53832/edtechhub.0129 2129771:AJQ8S2PV 2405685:BT283J6U
Keywords: _r:AddedByZotZen

Behaviour change key principles for EdTech | MASTER framework - Rahman, Asad; Carter, Alice; Wambûi Kuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0129 2129771:ZWXUZE55 4426965:IMPZ2WKI 4426965:Q3PT9KN5

Environmental Factors that Affect the Academic Performance of Senior High School Students during COVID-19 Pandemic - Ragpala, Eric (International Journal of Social Sciences: Current and Future Research Trends, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:RMIDK8QY 4682641:MQQMTVXV
Keywords: BE:RELEVANT; ⛔ No DOI found

Neural sequence learning models for word sense disambiguation - Raganato, A.; Bovi, CD; Navigli, R. (Proceedings of the conference on empirical methods in natural language processing, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:GX8RQ5Y4 2486141:IU5RP4WG
Keywords: ⛔ No DOI found

Girl-focused life skills interventions at a distance - Rafaeli, Tal (Institute of Development Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ

Girl-focused Life Skills Interventions at a Distance - Rafaeli, Tal (2020)
This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely during the widespread school closures and quarantine of the COVID-19 crisis (Albrectsen and Giannini, 2020). The main interest of the review is emergency contexts, however, the limited evidence as well as the potential for learning from programmes from non-emergency settings, led to the inclusion of non-emergency settings in the review. As evidence is scarce in this area, the report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to ensure relevant insights are captured. The lack of rigorous studies on the impact of remote life skills interventions in general and specifically those focused on adolescent girls demonstrates a clear evidence gap. The review did identify relevant evidence when reviewing literature on several other topics, mainly shifting gender norms using media and communications and remote Sexual and Reproductive Health (SRH) approaches (most of which focus on HIV). The literature reviewed explored many modes of remote programme delivery, including – radio, magazines, TV, social media, mobile phones, interactive apps and hotlines. Some of the interventions reviewed were ones that require significant planning and preparation, such as TV and radio soap operas (Sugg, 2014; World Bank, 2017). To increase the applicability to the COVID-19 response, the review put greater emphasis on interventions that could be developed and implemented quickly.
Accepted: 2020-04-30T13:19:57Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:V5VIEMES 4869029:RAGFMZJC
Keywords: ⛔ No DOI found

The Links Between Girls’ Life Skills Intervention in Emergencies and their Return to Education Post-crisis and Prevention of Unwanted Pregnancies and Early Marriage - Rafaeli, Tal (2020)
This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls. It seeks to enable learning from past emergencies to inform the design of effective support to adolescent girls throughout the COVID-19 crisis. Due to the focus on adolescent girls and emergency settings, an area with limited rigorous evaluations (Nobel et al., 2019), this report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to enable the capturing of any significant learnings from relevant programmes. Evidence and lessons learned from specific programmes identified in the review suggest that life skills interventions for adolescent girls in emergencies impact on areas that have the potential to lead to reduction in unwanted pregnancies and early marriage and support return to education, and limited evidence that they can have direct impact on these outcomes. Ten relevant interventions with impact or lessons learned where identified. Most of these interventions were implemented with adolescent girls from displaced communities and in refugee camps in Sub Saharan Africa. A small number of programmes reported a direct link between the interventions and the outcomes in the research question. Three mentioned impact on girls continuing and returning to education (Plan International, 2019; UNDF, 2016), three mention impact on reducing early marriage (IRC, 2018b; UNDF, 2016), and one mentions direct impact on reducing unwanted pregnancy (Bandiera et al, 2019).
Accepted: 2020-04-30T13:16:12Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GKN86A28 4869029:MMIAXTT8
Keywords: ⛔ No DOI found

Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic: A Quick Online Survey in the Gaza Strip - Radwan, Afnan; Radwan, Eqbal (Pedagogical Research, 2020)
In response to the coronavirus disease 2019 (COVID-19) pandemic, many countries had implemented school closures by March 6, 2020. This study aimed to evaluate the social and economic impact of school closure on the students’ families. Households were surveyed using an online questionnaire interview to obtain information on adherence to, socio-economic impact by and inconveniences of school closure. The current study showed that school closures have profound economic and social consequences in the Gaza Strip. Most of the interviewed households (88.1%) were supportive of the school closure, whereas only 11.9% did not support it. Despite the restriction on attending gatherings or visiting public places, 30.5% of the school student visited relatives, 8.5% went to public places, and 3.4% went to parents’ workplaces. Overall, 25.4% of the interviewed households reported workplace absenteeism, whereas the highest percentage (74.6%) were not absenteeism from their work. The economic harms of school closures are high, where 77.9% of households reported their wage loss during the closure. The daily wage lost per household ranged from 3 to 265 ILS.
KerkoCite.ItemAlsoKnownAs: 10.29333/pr/8254 2129771:SW4F8SC4
Keywords: __C:filed:1

A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda - Radianti, Jaziar; Majchrzak, Tim A.; Fromm, Jennifer; Wohlgenannt, Isabell (Computers & Education, 2020)
Researchers have explored the benefits and applications of virtual reality (VR) in different scenarios. VR possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied immersive VR for higher education purposes that considers the usage of both high-end and budget head-mounted displays (HMDs). Hence, we propose using systematic mapping to identify design elements of existing research dedicated to the application of VR in higher education. The reviewed articles were acquired by extracting key information from documents indexed in four scientific digital libraries, which were filtered systematically using exclusion, inclusion, semi-automatic, and manual methods. Our review emphasizes three key points: the current domain structure in terms of the learning contents, the VR design elements, and the learning theories, as a foundation for successful VR-based learning. The mapping was conducted between application domains and learning contents and between design elements and learning contents. Our analysis has uncovered several gaps in the application of VR in the higher education sphere—for instance, learning theories were not often considered in VR application development to assist and guide toward learning outcomes. Furthermore, the evaluation of educational VR applications has primarily focused on usability of the VR apps instead of learning outcomes and immersive VR has mostly been a part of experimental and development work rather than being applied regularly in actual teaching. Nevertheless, VR seems to be a promising sphere as this study identifies 18 application domains, indicating a better reception of this technology in many disciplines. The identified gaps point toward unexplored regions of VR design for education, which could motivate future work in the field.
Keywords: Augmented and virtual reality; Cooperative/collaborative learning; Distance education and online learning; Human–computer interface; Media in education

Prevalence and Determinants of Fatigue among Private High School Students in Bogor Tengah Sub-District, Indonesia, 2016 - Rachmat, Basuki; Susilowati, Andi (Journal of Ecophysiology and Occupational Health, 2019)
KerkoCite.ItemAlsoKnownAs: 10.18311/jeoh/2019/24190 2129771:BM53H7AB 4682641:4R8BQ8HB 4682641:9XGP8ZAQ
Keywords: BE:LMIC; BE:RELEVANT

Education and COVID-19: Focusing on the long-term impact of school closures - Rachel, LINDEN (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M3WPQMC2
Keywords: __C:filed:1; ⛔ No DOI found

Factor Analysis of the Challenges and Strategies for Effective Work-Based Learning in Nigerian Technical and Vocational Education - Rabiu Haruna; Yusri Bin Kamin (Jurnal Pendidikan Teknologi dan Kejuruan, 2019)
This study investigated challenges and strategies for effective work-based learning in Nigerian technical and vocational education (TVE) using a factor analysis approach. Through the use of structured questionnaire, the opinions of 385 respondents consisting of 227 TVE lecturers and 158 supervisors of technical and vocational firms were sought. The data collected were analyzed using descriptive statistics and varimax rotated principal component factor analysis with factor loading of 0.40. The result showed that about 25% of the TVE firms in Northwest Nigeria are industrial technical firms, 22% are computer/ICT, 19% are business/distributive trade, 18 % are home economics while about 16% are agricultural based. Using principal component factor analysis, the study identified: policy, funding, attitudinal and linkage as challenging factors undermining effectiveness of work-based learning in Nigerian TVE. On the other hand, training, administrative, institutional and facility/curriculum are strategic factors for effectiveness of work-based learning in Nigerian TVE. Based on the findings, the study among others recommended strong technical and vocational education linkage with industry for skills training of students through work-based learning framework and approach
KerkoCite.ItemAlsoKnownAs: 10.21831/jptk.v25i1.21743 2129771:QUGE5Z6F

A glossary for dissemination and implementation research in health - Rabin, Borsika A.; Brownson, Ross C.; Haire-Joshu, Debra; Kreuter, Matthew W.; Weaver, Nancy L. (Journal of Public Health Management and Practice, 2008)
Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/01.PHH.0000311888.06252.bb 2129771:47WPMUKE 4869029:BJTFLEBF

Terminology for dissemination and implementation research - Rabin, Borsika A.; Brownson, Ross C. (Dissemination and implementation research in health: Translating science to practice, 2017)
Publisher: Oxford University Press New York, NY KerkoCite.ItemAlsoKnownAs: 2129771:JRX8NKF6 4869029:RUA3P93B
Keywords: ⛔ No DOI found

Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? A Systematic Literature Review - Qureshi, Muhammad Imran; Khan, Nohman; Raza, Hamad; Imran, Amina; Ismail, Fadillah (International Journal of Interactive Mobile Technologies (iJIM), 2021)
Over the past decade, digitalization shapes the overall educational structure worldwide, with the attention received from practitioners, researchers, and policymakers for educational development. Digital technologies are bringing massive changes across education, skills, and employment. These changes mirror how technology is increasingly central to education 4.0. Digital technologies are expanding beyond innovative and less traditional techniques of teaching and learning via education collaboration. However, the present study will explore the research conducted on digital technologies and education. Data is selected from the Scopus database reputed journals. The final 47 studies are chosen for the review process using PRISMA statement 2015, and bibliometric analysis is done to find the occurrence of keywords. The findings of the study are strengthening the value of educational growth and development of high-tech skills. Education's Future focuses on digital technologies, and the traditional modes of education will be replaced entirely.

Impact of The Use of Telegram and WhatsApp at the University in Pandemic Times - Quispe, Nayely Quispe; Rosas, Noe Vicente; Andrade-Arenas, Laberiano (2021 2nd Sustainable Cities Latin America Conference (SCLA), 2021)

Prototype Measurement System for the Eye-Hand Coordination Test of the Developmental Test of Visual Perception - Quiroga-Torres, Daniel Alejandro; Lara, Juan S.; Miguel-Cruz, Antonio; Ríos-Rincón, Adriana María (World Congress on Medical Physics and Biomedical Engineering 2018, 2019)
The current version of the Developmental Test of Visual Perception (DTVP-3) is one of the most commonly used tests to identify the presence and degree of visual-perceptual and visual-integration deficits in children from 4 to 12 years of age. This test consists of five main sub-tests including a eye-hand coordination test (EHCT). Currently, the EHCT is based on observations by a therapist and requires a post-hoc analysis using the DTVP normative data, a time-consumption task that is not free of therapist error. Thus, a medical device is needed to automatically measure, score and report the test scores obtained from the DTVP-3. This device will lead to an overall decrease in the time taken for the post-hoc analysis and an improvement in the accuracy of the EHCT score. We determined that the device must allow a stylus position to be tracked in two dimensions with a resolution of 1 mm and the system must be small in size in order not to interfere with the test. In this study, we proposed a system based on Hall-effect technology sensors, which allows distances from the magnetic field magnitudes to be indirectlyestimated using small sensors. A first prototype consisted of a matrix array of sensors. A radial basis function was used to model the magnitude-distance response of each sensor. The model was estimated by using a multivariate linear regression, and it was found that the proposed model for 1 mm resolution tests, had an average r2 of 99%.
00000 KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-10-9035-6_127 2129771:L5J2N7ZI 2129771:NF4FE63K 2129771:Y2S8HQTD
Keywords: DTVP-3; Eye-hand coordination test; Hall-effect technology; Measurement system; __C:filed:1

Universities prepare for semester of online and hybrid learning - Quinn, Callan (The Pie News, 2020)
News and business analysis for Professionals in International Education, Many students are not enthusiastic about online learning after a summer of lecture-by-Zoom. So what have universities and colleges planned for the new semester?
KerkoCite.ItemAlsoKnownAs: 2129771:SLHM3SIH 2486141:629VQYAC

Knowledge management in higher education: a literature review and further research avenues - Quarchioni, Sonia; Paternostro, Sergio; Trovarelli, Francesca (Knowledge Management Research & Practice, 2020)
Despite the growing interest in knowledge management (KM) for Higher Education Institutions (HEIs), research on this topic is still fragmented and loosely focused. This paper adds to this research by providing a state-of-the-art of the current literature and outlining overlooked areas of investigation in order to address further studies towards bridging this gap. To this purpose, through a systematic review process, 121 articles have been coded and analysed according to distinct dimensions. Findings reveal that, despite the growing trend of papers on the topic, research on KM in HEIs is still in its embryonic stage with high levels of heterogeneity and lack of wider theoretical constructs. Furthermore, a thematic analysis highlights six main research concepts, from which this paper derives a comprehensive framework integrating the key issues from the literature and suggesting new possible research avenues in the field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/14778238.2020.1730717
Keywords: Knowledge management; higher education; intellectual capital; systematic literature review; universities

The Impact of Public Finance Management (PFM) Reforms on Education in Tanzania - Quak, Evert-jan (2020)
This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how Public Finance Management (PFM) needs and reforms have affected the education sector in Tanzania, in particular for primary education. The review uses the framework of Piatti-Fünfkirchen and Schneider (2018) to explain the evidence, as it analyses service delivery along efficiency, equity, quality and accountability. By doing this, the review concludes that the way the government manages resources within the education system generally has had a limited, but positive impact on education service delivery outcomes, mainly due to the priority status of the education sector by the government. However, the mechanisms through which PFM affects service delivery remain underexplored in general and in particular for Tanzania.
Accepted: 2020-02-04T15:36:52Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:JB22JXXU 4869029:8SQDFB3G
Keywords: ⛔ No DOI found

The Political Eeconomy of the Primary Education System in Tanzania - Quak, Evert-jan (2020)
This rapid review synthesises the literature from academic, policy, and knowledge institution sources on the available evidence on the political economy of the primary education system in Tanzania. The review has a specific focus on what political economy analysis tells us about achieving quality education in Tanzania. Different distributions of power shapes decisions and incentives both at the school level as in the overall educations system. From the literature it can be concluded that building accountability mechanisms within a learning environment is one of the most effective ways to align goals, policy and practice and find a power balance in which reforms could result in quality learning outcomes for all. This could be even more important than financial resources. However, it is important to get the balance right between micro and macro level decision-making processes in quality education reforms, as research shows that they reinforce each other.
Accepted: 2020-02-04T15:00:43Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:RTXB58C4 4869029:5CEWU6JD
Keywords: ⛔ No DOI found

Revisiting Distance Learning Resources for Undergraduate Research and Lab Activities during COVID-19 Pandemic - Qiang, Zhe; Obando, Alejandro Guillen; Chen, Yuwei; Ye, Changhuai (Journal of Chemical Education, 2020)
The rapid transition in teaching format due to COVID-19 gives rise to many challenges, especially for research and lab activities since they may require a different approach with more constrained resources compared with lecture-based courses, in which various virtual communication platforms have now been employed. As essential parts for student’s active learning, effective strategies to perform undergraduate research and lab courses during the current circumstance need to be carefully designed. To address this challenge, we have revisited different distance learning resources and implemented four critical methods in undergraduate research activity in our research groups, including question-driven literature review, visualizing experiments from virtual scientific resources, performing safe and simple home-lab experiments, and learning new computational tools. These approaches provide versatile opportunities for remotely engaging students in research and lab activities besides just participation in group meetings and scientific webinars. We believe insights gained from revisiting and implementing these resources could have a long-term positive impact for improving teaching and mentoring infrastructure for undergraduate lab activities post-COVID-19.
Publisher: American Chemical Society KerkoCite.ItemAlsoKnownAs: 10.1021/acs.jchemed.0c00609 2129771:3VMMX9C4
Keywords: __C:filed:1

Blended Learning Approach to Develop the Teachers’ TPACK - Qasem, Arwa Ahmad Abdo; Viswanathappa, Gandla (Contemporary Educational Technology, 2016)
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
shortDOI: 10/gg26df KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6176 10/gg26df 2339240:JARNFB99 2405685:CAKUBZNG 2405685:JNGNZCFI 2405685:R6GN9UGF 2534378:245NY58C 2534378:A54BPCIJ 2534378:M6L5C695 2534378:NXMUR56C 4803016:X5X5C56N
Keywords: Blended Learning; Computer Assisted Instruction; Control Groups; ERIC; Current Index to Journals in Education (CIJE); Experimental Groups; Foreign Countries; Higher Education; Information Technology; Instructional Design; Instructional Effectiveness; Knowledge Level; Likert Scales; Online Courses; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Pretests Posttests; Quasiexperimental Design; Science Teachers; Secondary Education; Secondary School Teachers; Technological Literacy; Technology Uses in Education; Trainees; Yemen; __:import:01; __:match:final; __:matched; __:study_id:2096173; __finaldtb

Teachers’ Learning Circle in Afghanistan:-A new experience of Professional Development of Male and Female School Teachers in Mazar-e-Sharif, Afghanistan. - Qarizada, Zabihullah (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:NAWPMSSV
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Iran IRN; _C:Pakistan PAK; _C:Spain ESP; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

Improvement of chatbots semantics using wit. ai and word sequence kernel: Education chatbot as a case study - Qaffas, Alaa A. (International Journal of Modern Education and Computer Science, 2019)
Publisher: Modern Education and Computer Science Press KerkoCite.ItemAlsoKnownAs: 2129771:D8JCC22Q 2129771:QIGZNTXI

Semi-automatic mapping of pre-census enumeration areas and population sampling frames - Qader, Sarchil; Lefebvre, Veronique; Tatem, Andrew; Pape, Utz; Himelein, Kristen; Ninneman, Amy; Bengtsson, Linus; Bird, Tomas (Humanities and Social Sciences Communications, 2021)
Enumeration Areas (EAs) are the operational geographic units for the collection and dissemination of census data and are often used as a national sampling frame for various types of surveys. In many poor or conflict-affected countries, EA demarcations are incomplete, outdated, or missing. Even for countries that are stable and prosperous, creating and updating EAs is one of the most challenging yet essential tasks in the preparation for a national census. Commonly, EAs are created by manually digitising small geographic units on high-resolution satellite imagery or physically walking the boundaries of units, both of which are highly time, cost, and labour intensive. In addition, creating EAs requires considering population and area size within each unit. This is an optimisation problem that can best be solved by a computer. Here, for the first time, we produce a semi-automatic mapping of pre-defined census EAs based on high-resolution gridded population and settlement datasets and using publicly available natural and administrative boundaries. We demonstrate the approach in generating rural EAs for Somalia where such mapping is not existent. In addition, we compare our automated approach against manually digitised EAs created in urban areas of Mogadishu and Hargeysa. Our semi-automatically generated EAs are consistent with standard EAs, including having identifiable boundaries for field teams to follow on the ground, and appropriate sizing and population for coverage by an enumerator. Furthermore, our semi-automated urban EAs have no gaps, in contrast, to manually drawn urban EAs. Our work shows the time, labour and cost-saving value of automated EA delineation and points to the potential for broadly available tools suitable for low-income and data-poor settings but applicable to potentially wider contexts.
Number: 1 Publisher: Palgrave

Betriebliche Integration von Pflegefachkräften aus dem Ausland: Innenansichten zu Herausforderungen globalisierter Arbeitsmärkte - Pütz, Robert; Kontos, Maria; Larsen, Christa; Rand, Sigrid; Ruokonen-Engler, Minna-Kristiina (2019)
OCLC: 1090118904 KerkoCite.ItemAlsoKnownAs: 2129771:GE8MQNG8 2486141:X4QAUZTA

Vocational Education and Training – An Overview - Pütz, Helmut (2003)
KerkoCite.ItemAlsoKnownAs: 2129771:V96RKN2H
Keywords: ⛔ No DOI found

Standards of evidence: an approach that balances the need for evidence with innovation - Puttick, Ruth; Ludlow, Joe (Nesta, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:LD9IBYD3 4426965:MM3XTB22
Keywords: Stefanie

Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis - Pullenayegem, Judy; Silva, K. Radhika M. De; Buddhini, Gayathri Jayatilleke (Journal of Learning for Development, 2021)
This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach. Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course.
Number: 2
Keywords: Activity theory; Open and Distance learning; _genre:PR-primary_research; advanced writing skills; blended learning; contradictions; ⛔ No DOI found

Openness reexamined: teachers’ practices with open educational resources in online language teaching - Pulker, Hélène; Kukulska-Hulme, Agnes (Distance Education, 2020)
Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these activities influence teaching practices. A qualitative study following a constructivist grounded theory methodology was undertaken with 17 part-time online language teachers via semi-structured interviews. The article presents the five-step model of reuse that emerged from the data analysis. We suggest that OER reuse has a positive impact, even though teachers’ practices might not be open as defined up until now. A graphic representation depicts the process that teachers engage with when using and adapting OER. The research brings new understanding of teachers’ experiences of reuse, showing that the principal motivation is enhancing students’ learning.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757412
Keywords: OEP; OER; closed spaces; distance education; language teaching

Classroom Temperature and Learner Absenteeism in Public Primary Schools in the Eastern Cape, South Africa - Pule, Vicky; Mathee, Angela; Melariri, Paula; Kapwata, Thandi; Abdelatif, Nada; Balakrishna, Yusentha; Kunene, Zamantimande; Mogotsi, Mirriam; Wernecke, Bianca; Wright, Caradee Yael (International Journal of Environmental Research and Public Health, 2021)
Children spend a significant proportion of their time at school and in school buildings. A healthy learning environment that supports children should be thermally conducive for learning and working. Here, we aimed to study the relations between indoor classroom temperatures and learner absenteeism as a proxy for children’s health and well-being. This one-year prospective study that spanned two calendar years (from June 2017 to May 2018) entailed measurement of indoor classroom temperature and relative humidity, calculated as apparent temperature (Tapp) and collection of daily absenteeism records for each classroom in schools in and around King Williams Town, Eastern Cape province, South Africa. Classroom characteristics were collected using a standardized observation checklist. Mean indoor classroom temperature ranged from 11 to 30 °C, while mean outdoor temperature ranged from 6 °C to 31 °C during the sample period. Indoor classroom temperatures typically exceeded outdoor temperatures by 5 °C for 90% of the study period. While multiple factors may influence absenteeism, we found absenteeism was highest at low indoor classroom Tapp (i.e., below 15 °C). Absenteeism decreased as indoor Tapp increased to about 25 °C before showing another increase in absenteeism. Classroom characteristics differed among schools. Analyses of indoor classroom temperature and absenteeism in relation to classroom characteristics showed few statistically significant relations—although not exceptionally strong ones—likely because of the multiple factors that influence absenteeism. However, given the possible relationship between indoor temperature and absenteeism, there is a learning imperative to consider thermal comfort as a fundamental element of school planning and design. Furthermore, additional research on factors besides temperature that affect learner absenteeism is needed, especially in rural areas.
Number: 20 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph182010700 2129771:5X34U8BJ 4682641:BHIB2K49 4682641:DIRGNF86 4682641:FCN58JLB 4682641:H9CT2TIJ 4682641:K5QU8QEA
Keywords: BE:LMIC; BE:RELEVANT; climate change; cold; environmental health; heat; humidity; public health; schoolchildren

Association between Ambient Noise Exposure and School Performance of Children Living in An Urban Area: A Cross-Sectional Population-Based Study - Pujol, Sophie; Levain, Jean-Pierre; Houot, Hélène; Petit, Rémy; Berthillier, Marc; Defrance, Jérôme; Lardiès, Joseph; Masselot, Cyril; Mauny, Frédéric (Journal of Urban Health, 2013)
Most of the studies investigating the effects of the external noise on children’s school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children’s school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children’s exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38–58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44–69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10−3) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels.
openalex: W1998694229 mag: 1998694229 KerkoCite.ItemAlsoKnownAs: 10.1007/s11524-013-9843-6 2129771:67WD22RJ 5072953:FWT2J8FG
Keywords: C:France; openalex:import; openalex:yes

Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries: A systematic review of the evidence - Psaki, Stephanie; Haberland, Nicole; Mensch, Barbara; Woyczynski, Lauren; Chuang, Erica (Campbell Systematic Reviews, 2022)
Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low- and middle-income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender-related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender-related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS-Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi-experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer-reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender-related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS-I tool for quasi-experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta-analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender-related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising interventions exist for three gender-related barriers: inadequate school access, inability to afford school materials, and lack of water and sanitation. More research is needed for the remaining 12 gender-related barriers: lack of support for girls' education, child marriage and adolescent pregnancy, lack of information on returns to education/alternative roles for women, school-related gender-based violence (SRGBV), lack of safe spaces and social connections, inadequate sports programs for girls, inadequate health and childcare services, inadequate life skills, inadequate menstrual hygiene management (MHM), poor policy/legal environment, lack of teaching materials and supplies, and gender-insensitive school environment. We find substantial gaps in the evidence. Several gender-related barriers to girls' schooling are under-examined. For nine of these barriers we found fewer than 10 relevant evaluations, and for five of the barriers—child marriage and adolescent pregnancy, SRGBV, inadequate sports programs for girls, inadequate health and childcare services, and inadequate MHM—we found fewer than five relevant evaluations; thus, more research is needed to understand the most effective interventions to address many of those barriers. Also, nearly half of programs evaluated in the included studies were multi-component, and most evaluations were not designed to tease out the effects of individual components. As a result, even when interventions were effective overall, it is often difficult to identify how much, if any, of the impact is attributable to a given program component. The combination of components varies between studies, with few comparable interventions, further limiting our ability to identify packages of interventions that work well. Finally, the context-specific nature of these barriers—whether a barrier exists in a setting and how it manifests and operates—means that a program that is effective in one setting may not be effective in another. Authors' Conclusions While some effective and promising approaches exist to address gender-related barriers to education for girls, evidence gaps exist on more than half of our hypothesized gender-related barriers to education, including lack of support for girls' education, SRGBV, lack of safe spaces and social connections, inadequate life skills, and inadequate MHM, among others. In some cases, despite numerous studies examining interventions addressing a specific barrier, studies either did not disaggregate results by sex, or they were not designed to isolate the effects of each intervention component. Differences in context and in implementation, such as the number of program components, curricula content, and duration of interventions, also make it difficult to compare interventions to one another. Finally, few studies looked at pathways between interventions and education outcomes, so the reasons for differences in outcomes largely remain unclear.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cl2.1207 KerkoCite.ItemAlsoKnownAs: 2129771:3QB864LP 2129771:QGX3RJ8Q

Preparing teachers for early learning in Sub Saharan Africa - Pryor, J., J. Westbrook (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:WJGSC6XE 261495:AZBBBHFZ

R&D: Radiant Heat and Indoor Environments | EMI - Propst, Daniel (EMI world, 2019)
Creating temperate indoor environments in the schools, hospitals, and ministry buildings we design.
KerkoCite.ItemAlsoKnownAs: 2129771:EV5TBY4A 4682641:UCIZNPMW

AI assisted school mapping and discussion - Project Connect (Project Connect, 2019)

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0122 2129771:7N3WZNRK 2486141:5P89ZDY4

What can the education sector do to adapt to the forthcoming impacts of climate change? - Proctor, Jamie (Global Partnership for Education, 2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.
KerkoCite.ItemAlsoKnownAs: 2129771:F3FN7F36 2486141:LR8CSF8H

What can the education sector do to adapt to the forthcoming impacts of climate change? | Blog | Global Partnership for Education - Proctor, Jamie (2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.

Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda - Proctor, Enola; Silmere, Hiie; Raghavan, Ramesh; Hovmand, Peter; Aarons, Greg; Bunger, Alicia; Griffey, Richard; Hensley, Melissa (Administration and Policy in Mental Health and Mental Health Services Research, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10488-010-0319-7 2129771:YT4669BP

Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda - Proctor, Enola; Silmere, Hiie; Raghavan, Ramesh; Hovmand, Peter; Aarons, Greg; Bunger, Alicia; Griffey, Richard; Hensley, Melissa (Administration and policy in mental health and mental health services research, 2011)
An unresolved issue in the field of implementation research is how to conceptualize and evaluate successful implementation. This paper advances the concept of “implementation outcomes” distinct from service system and clinical treatment outcomes. This paper proposes a heuristic, working “taxonomy” of eight conceptually distinct implementation outcomes—acceptability, adoption, appropriateness, feasibility, fidelity, implementation cost, penetration, and sustainability—along with their nominal definitions. We propose a two-pronged agenda for research on implementation outcomes. Conceptualizing and measuring implementation outcomes will advance understanding of implementation processes, enhance efficiency in implementation research, and pave the way for studies of the comparative effectiveness of implementation strategies.
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10488-010-0319-7 2129771:IUJI6FUC 4869029:4B6UCWD3 4869029:P7CAGVLW

Girls’ Schooling and Women’s Literacy: Schooling targets alone won’t reach learning goals (CGD Policy Paper 104) - Pritchett, Lant; Sandefur, Justin (Washington, DC: Center for Global Development, 2017)
Keywords: ⛔ No DOI found

Learning from Experiments When Context Matters - Pritchett, Lant; Sandefur, Justin (American Economic Review, 2015)
Suppose a policymaker is interested in the impact of an existing social program. Impact estimates using observational data suffer potential bias, while unbiased experimental estimates are often limited to other contexts. This creates a practical trade-off between internal and external validity for evidence-based policymaking. We explore this trade-off empirically for several common policies analyzed in development economics, including microcredit, migration, and education interventions. Based on mean-squared error, non-experimental evidence within context outperforms experimental evidence from another context. This advantage declines, but may not reverse, with experimental replication. We offer four reasons these findings are of general relevance to policy evaluation.
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.p20151016 2129771:DC9X4JYM 2486141:BDP42CUS
Keywords: Corporate Finance and Governance; Depository Institutions; Design of Experiments: General; Banks; Micro Finance Institutions; Mortgages; Economic Development: Financial Markets; Saving and Capital Investment

Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning. - Pritchett, Lant (Research on Improving Systems of Education, 2015)
Keywords: ⛔ No DOI found

Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning - Pritchett, Lant (Rise Programme, 2015)
KerkoCite.ItemAlsoKnownAs: 4804264:M2TDUNIU
Keywords: Final_citation; existing

Let’s Take the Con Out of Randomized Control Trials in Development: The Puzzles and Paradoxes of External Validity, Empirically Illustrated - Pritchett, Lant
The enthusiasm for the potential of RCTs in development rests in part on the assumption that the use of the rigorous evidence that emerges from an RCT (or from a small set of studies identified as rigorous in a “systematic” review) leads to the adoption of more effective policies, programs or projects. However, the supposed benefits of using rigorous evidence for “evidence based” policy making depend critically on the extent to which there is external validity. If estimates of causal impact or treatment effects that have internal validity (are unbiased) in one context (where the relevant “context” could be country, region, implementing organization, complementary policies, initial conditions, etc.) cannot be applied to another context then applying evidence that is rigorous in one context may actually reduce predictive accuracy in other contexts relative to simple evidence from that context—even if that evidence is biased (Pritchett and Sandefur 2015). Using empirical estimates from a large number of developing countries of the difference in student learning in public and private schools (just as one potential policy application) I show that commonly made assumptions about external validity are, in the face of the actual observed heterogeneity across contexts, both logically incoherent and empirically unhelpful. Logically incoherent, in that it is impossible to reconcile general claims about external validity of rigorous estimates of causal impact and the heterogeneity of the raw facts about differentials. Empirically unhelpful in that using a single (or small set) of rigorous estimates to apply to all other actually leads to a larger root mean square error of prediction of the “true” causal impact across contexts than just using the estimates from non-experimental data from each country. In the data about private and public schools, under plausible assumptions, an exclusive reliance on the rigorous evidence has RMSE three times worse than using the biased OLS result from each context. In making policy decisions one needs to rely on an understanding of the relevant phenomena that encompasses all of the available evidence.
Keywords: ⛔ No DOI found

The Politics of Learning: Directions for Future Research - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2018)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2018/020 2129771:5LBAXBHK

The Rebirth of Education: Schooling Ain't Learning - Pritchett, Lant
KerkoCite.ItemAlsoKnownAs: 2129771:9XNBFT8J 2129771:HFT5AAQ5
Keywords: ⛔ No DOI found

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2018)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2018/006 2339240:WGZI4LLL 4804264:E7W4ZNDF
Keywords: Final_citation; cited; existing

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2020)

Design for Scale - Principles of Digital Development (Principles for Digital Development, 2022)
Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.
KerkoCite.ItemAlsoKnownAs: 4804264:KNYN657I
Keywords: Final_citation; cited; existing

OpenAlex: A fully-open index of scholarly works, authors, venues, institutions, and concepts - Priem, Jason; Piwowar, Heather A.; Orr, Richard (ArXiv, 2022)
OpenAlex is a new, fully-open scientific knowledge graph (SKG), launched to replace the discontinued Microsoft Academic Graph (MAG). It contains metadata for 209M works (journal articles, books, etc); 2013M disambiguated authors; 124k venues (places that host works, such as journals and online repositories); 109k institutions; and 65k Wikidata concepts (linked to works via an automated hierarchical multi-tag classifier). The dataset is fully and freely available via a web-based GUI, a full data dump, and high-volume REST API. The resource is under active development and future work will improve accuracy and coverage of citation information and author/institution parsing and deduplication.
Keywords: ⛔ No DOI found

Inclusive and Special Education Approaches in Developing Countries - Price, Roz (2018)
The aim of this review was to present the recent evidence on the effectiveness of inclusive and special education approaches in improving learning and behavioural outcomes, with a focus on developing countries, particularly Ethiopia. One of the key difficulties surrounding inclusive education in developing countries is the lack of research about education in these countries. Although there has been an increase of research in the last 5 years, robust, empirical evidence for low- and middle-income countries is still lacking, and difficulties around clear definitions of inclusive education and comparability of data on education of children with disabilities, makes it difficult to assess to what extent they are being left behind. In particular, there is limited long-term data and evidence around learning achievements and outcomes for learners with disabilities, making it difficult to enact systemic changes to the education system that would improve learning achievements for children with disabilities (Schuelka, 2013). For most studies reviewed, data were lacking on whether outcomes differed according to gender, or whether interventions were cost-effective. The lack of data comparing different approaches that try to improve educational inclusion and outcomes for children with disabilities makes it difficult to judge what approach is most effective (Kuper et al, 2018).
Accepted: 2019-01-17T15:07:57Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:5X85V38Z 4869029:IB72CUTV
Keywords: ⛔ No DOI found

Key Barriers to Girls’ Education in the ASEAN and Pacific Region - Price, Roz (2020)
This rapid review explores the barriers to girls’ education, with a focus on the most marginalised and why. The report focuses on the East Asia and Pacific region, with a focus on Cambodia, Fiji, Indonesia, Lao PDR, Malaysia, Papua New Guinea, Philippines, Solomon Islands, Thailand, Vanuatu and Vietnam. The fundamental right to education is clearly acknowledged in the United Nations Convention on the Rights of the Child, and education is vital to meeting the Sustainable Development Goals (SDGs), with SDG 4– ensuring inclusive and equitable education for all by 2030 – recognising its importance. SDG 4 emphasises learning outcomes, skills acquisition, and equity in both development and emergency settings. Education in the EAP region has received a lot of attention in the past 20 years and there is a plethora of information and reports out there, and the evidence base is vast.
Accepted: 2020-10-30T11:57:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KHN6N5AL 4869029:YF52Q5FQ
Keywords: ⛔ No DOI found

Lessons Learned from Education Programmes' Contribution to Peace and Stability - Price, Roz (2019)
Whilst education is most often viewed as central to peace-building, it is important to note that it has two faces. Education can be a strong tool in exacerbating violent conflict whilst on the positive side facilitate peace building through addressing the drivers of a conflict. The review draws from academic research on literature from NGOs and donors showing the links between education, conflict and peace. Education has been considered as a salient feature in emergency response featuring on its role as a peace dividend and an entry point to conflict transformation and peace-building (Smith and Ellison, 2015). However, gaps exist in literature on evidence showing how to programme education to address the needs of refugees and populations in conflict areas. Much of the literature reviewed emphasises the need for context specific conflict analysis with a focus on education for understanding how and under what circumstances education can address conflict and instability.
Accepted: 2019-05-09T15:03:17Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GUZ2GKS6 4869029:7856XKWQ
Keywords: ⛔ No DOI found

Making a difference with smart tablets - Price, Amy (Teacher Librarian, 2011)
00017 KerkoCite.ItemAlsoKnownAs: 2129771:4Y6MYCNP 257089:6E5TQ5JE
Keywords: ⛔ No DOI found

Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training - Pretorius, Elizabeth J (Perspectives in Education, 2014)
This paper describes an intervention programme that was originally intended to support transition to English as language of learning and teaching (LoLT) in Grade 4 in a township school, using a pre- and post-test design. Because the pre-tests revealed very poor literacy levels in both Zulu home language and English, the intervention programme was modified in an attempt to fast-track the learners to literacy levels more appropriate to their grade. This paper outlines the intervention, presents the pre- and post-test results of the English literacy assessments, reflects on the effects of the intervention, and briefly considers some of the reasons for the initial poor literacy performance. Finally, a model for literacy development in high-poverty contexts is proposed to minimise the need to play catch-up in the Intermediate Phase.
KerkoCite.ItemAlsoKnownAs: 2129771:HJP78N5X 2486141:XWUEP2M8
Keywords: _Added to LR; _T:reviewed; ⛔ No DOI found

Cross Sector Leadership Approaches to Solve Problems At the Scale At Which They Exist - Presidio Institute

The lived experience of undergraduate students using tablet devices - Prendergast, Trevor (Durham University, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:LW9KBBSE
Keywords: _C:Canada CAN; _C:Czech Republic CZE; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Ireland IRL; _C:Malaysia MYS; _C:Slovakia SVK; _C:Spain ESP; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Globalization, Mass Education and Technical and Vocational Education and Training: the influence of UNESCO in Botswana and Namibia - Preckler Galguera, Miriam (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:V5JSDCLQ 2317526:YBDPHP2I

Incorporating the iPad in the mathematics classroom - Preciado-Babb, AP (Global Engineering Education Conference (EDUCON), 2012 IEEE, 2012)
00006 KerkoCite.ItemAlsoKnownAs: 10.1109/educon.2012.6201195 10/gf62hj 2129771:ZELCHDIM 257089:GDGXZ8T9

Blueprint for Inclusive Research & Development in Education: A Data-Driven Approach to Organize and Articulate Research Data Needs for Equitable Evaluation - Pratihast, Susmita; Mote, Erin (2022)
In the field of education, there is a gap between research and practice. Lack of data standardization and collection inhibits comparability and generalizability of findings in the context of population heterogeneity. Mapping of education research inquiries to local heterogeneous data representations from different repositories is expensive and creates barriers for content comprehensiveness in research. The paper focuses on design and usability of the Blueprint, an organizing data framework that summarizes key elements to represent education data needs to improve articulation of data needs and allow practitioners to be part of an inclusive research and development process in collaboration with the research community. The design process included an exhaustive landscape analysis of established data standards, conceptual frameworks in education domains as well as publicly available databases and indicators. This was supported by the analysis of current evidence and research base with the use of natural language processing techniques and topic modeling approaches. This methodology was used to validate and inform the inclusion of different elements in the Blueprint. A large stakeholder review process was adopted to further enhance and refine the Blueprint. With a generalizability score of 77% across multiple pilot studies, the paper focuses on the results of the pilot studies and demonstrates the real-world use cases for widespread applicability and scalability in the sector.
KerkoCite.ItemAlsoKnownAs: 10.54808/ICSIT2022.01.19 2129771:DQMC8R7B 4426965:EBSY8SPP 4426965:ZKSZ4YV5

Mobiles Lernen. Auch zu Hause? - Prasse, Doreen; Egger, Nives; Honegger, Beat Döbeli (Tablets in Schule und Unterricht, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 2129771:LMZLIFZG 2129771:Z3MMLFZC
Keywords: __C:filed:1

Feasibility of training Zambian nurse–midwives to perform postplacental and postpartum insertions of intrauterine devices - Prager, Sarah; Gupta, Pratima; Chilambwe, Jully; Vwalika, Bellington; Neukom, Josselyn; Siamwanza, Nomsa; Eber, Maxine; Blumenthal, Paul D. (International Journal of Gynecology & Obstetrics, 2012)
Abstract ObjectiveTo explore the feasibility of competency-based training of Zambian nurse–midwives in postplacental and postpartum intrauterine device (PPIUD) insertion and to estimate learning curves for this procedure. MethodsA pilot service-delivery project was conducted, involving 9 nurse–midwives who participated in a 10-day PPIUD insertion training course at the University Teaching Hospital, Lusaka, Zambia. US and Zambian clinicians taught the didactic and practical curriculum. Checklists were used for standardization and a pelvic model was developed to achieve PPIUD insertion competency in the classroom before moving to clinical practice. Patients were recruited during prenatal visits, in early labor, and postpartum. Informed, voluntary consent was obtained. All clinical PPIUD insertions were supervised or performed by experienced trainers. ResultsAll 9 nurse–midwives achieved competency on the pelvic model after 3 attempts. During the training period, 38 PPIUDs were inserted in postpartum women; no complications occurred. By the end of training, 4 of the nurse–midwives were deemed competent to independently insert PPIUDs. On average, 4 PPIUD insertions were needed to achieve clinical competency. ConclusionsConcentrated, competency-based training in PPIUD insertion is feasible in an African setting. Replication of such training could increase the popularity and prevalence of PPIUD use among African women.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijgo.2012.01.013 10/f2hgm7 2129771:PV67NDUD 2317526:22IE8B28
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:curriculum; F:learning; F:pedagogy; F:standards; F:teaching; F:women; P:nurse; P:services; T:Training; T:competency-based training; T:trainee; Z:Competency-based training; Z:Contraception; Z:Family planning; Z:Postpartum intrauterine device; Z:Postplacental intrauterine device; Z:Training model; publicImportV1

Improving Educational Quality Through Enhancing Community Participation: Results From a Randomized Field Experiment in Indonesia. - Pradhan, Menno; Suryadarma, Daniel; Beatty, Amanda; Wong, Maisy; Gaduh, Arya; Alisjahbana, Armida; Artha, Rima Prama (American Economic Journal: Applied Economics, 2014)

Interdistrict mobility and charter schools in Arizona: Understanding the dynamics of public school choice. - Powers, Jeanne; Topper, Amy Marcetti; Potterton, Amanda (2018)
This paper investigates the mobility patterns of elementary students enrolled in Arizona’s traditional public school districts and charter schools. We address movement related to two forms of public school choice simultaneously: interdistrict choice and charter schools. Most student movement is interdistrict or between school districts. In Arizona, interdistrict mobility has played a greater role in creating and sustaining an educational market than charter schools. There is also a substantial amount of student movement from charter schools to school districts. Regression analyses suggested that the relationships between different types of student mobility and school characteristics varied across the two sectors. We also document regional differences in mobility patterns, which indicate that education markets vary considerably across and within local contexts.
Keywords: _C:India IND; _C:Jordan JOR; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

English in action: school based teacher development in Bangladesh - Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia (The Curriculum Journal, 2012)
shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2129771:WADQKEDW 2405685:2298G5YZ
Keywords: C:Bangladesh

A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh - Power, Tom; McCormick, Robert; Asbeek-Brusse, Elsbeth (2017)
English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts.
KerkoCite.ItemAlsoKnownAs: 4804264:PKKG96GL
Keywords: Final_citation; cited; existing

Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities - Power, Tom; Hedges, C; McCormick, R; Rahman, S (Commonwealth of Learning (COL), 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:7WRQ3XAW 2129771:GAUBXL6M 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7
Keywords: C:Poor and marginalised communities; _C:Bangladesh BGD; _C:France FRA; _C:India IND; _C:Jordan JOR; _C:Malawi MWI; _C:Sierra Leone SLE; _C:State of Palestine PSE; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Educational Technology Topic Guide - Power, Tom; Gater, Rosalind; Grant, Catherine; Winters, Niall (Health and Education Advice Resource Team, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 4804264:ZAQ53EJ6
Keywords: CitedIn:OER4Schools-HHH3; Final_citation; Important; cited; existing; lit review

Approaches to teacher professional development in low-to-middle-income countries - Power, Tom (Sustainable English language teacher development at scale: lessons from Bangladesh, 2019)
This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.
Extra URL: http://oro.open.ac.uk/57052/ KerkoCite.ItemAlsoKnownAs: 2405685:KJGDVY5F 2405685:5G9NIHEU 2405685:KJGDVY5F 2534378:3KFFQRC7 2405685:P8GU4VUJ 2534378:3KFFQRC7 2534378:RSWZTN7D
Keywords: Important; Read

Educational Technology Topic Guide - Power, Tom (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:8WY3UUCX 2129771:CM5HB782 2129771:U82KRZAA 257089:BQNAW6PN 261495:H7X3RNJG
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Chile CHL; _C:Congo XCO; _C:Egypt EGY; _C:Ethiopia ETH; _C:Ghana GHA; _C:Guinea GIN; _C:Haiti HTI; _C:India IND; _C:Jamaica JAM; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Malawi MWI; _C:Mali MLI; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Qatar QAT; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

The ‘New’ New Technology: Exploiting the Potential of Mobile Communications and Open Educational Resources - Power, Tom (Teacher Education and the Challenge of of Development: a Global Analysis, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:JWFL6BGX 261495:5MHJI36V

Skills for Human Development: Transforming Vocational Education and Training - Powell, Lesley; McGrath, Simon (Routledge, 2019)
KerkoCite.ItemAlsoKnownAs: 10.4324/9781315657592 2129771:X73RAZEW 2317526:J6XIBZVV

A refined compilation of implementation strategies: results from the Expert Recommendations for Implementing Change (ERIC) project - Powell, Byron J.; Waltz, Thomas J.; Chinman, Matthew J.; Damschroder, Laura J.; Smith, Jeffrey L.; Matthieu, Monica M.; Proctor, Enola K.; Kirchner, JoAnn E. (Implementation Science, 2015)
Publisher: BioMed Central

Debates in Mathematics Education - Povey, Hilary, Gwen Ineson (Routledge, 2020)
This new and updated second edition of Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. By engaging with established and contemporary debates, this volume promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Divided into five accessible sections, this book investigates and offers fresh insight into topics of central importance in mathematics education, with this second edition including new discussions and chapters on: Classic and contemporary issues of pedagogy, politics, philosophy and sociology of mathematics education International comparisons of achievement Digital technologies for teaching Mastery in mathematics Pop culture and mathematics Whether mathematics can be harmful Designed to stimulate discussion and support you in your own research, writing and practice through suggested questions and activities throughout, Debates in Mathematics Education will be a valuable resource for any student or practising teacher, and those engaged in initial teacher education, continuing professional development or Master's level study. This book also has much to offer to those leading mathematics departments in schools and initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research.
KerkoCite.ItemAlsoKnownAs: 10.4324/9780429021015 2129771:9QCKWUDH 5168324:DUAD5LDZ

MobiLiteracy-Uganda program phase 1: Endline report - Pouezevara, Sarah; King, S. (RTI International, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:5ZTCVLGW 4804264:2MWWKC2V
Keywords: Final_citation; cited; existing

Uganda Impact Study Report - Pouezevara, Sarah; Brunette, Tracy; Jordan, Rachel; Nakyejwe, Deborah (RTI International, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:78FLLX49
Keywords: Final_citation; cited; existing

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia - Pouezevara, Sarah (RTI Press, 2018)
KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.bk.0022.1809 2129771:69X6P654
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Belgium BEL; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Congo XCO; _C:Cuba CUB; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Morocco MAR; _C:Namibia NAM; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Panama PAN; _C:Papua New Guinea PNG; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Tuvalu TUV; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity - Poth, Cheryl N. (SAGE, 2018)
Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use.
Google-Books-ID: JSxUDwAAQBAJ
Keywords: Reference / Research; Social Science / Methodology; Social Science / Research

Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic - Pota, Vikas; Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam; Zubairi, Asma; Aerts, Carla; Gault, Claire (T4 Education & EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:52V3UA3K 4804264:EGHQI9RE
Keywords: Final_citation; cited; existing

Teachers’ professional development in school: A review study - Postholm, May Britt (Cogent education, 2018)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2018.1522781 2129771:35AC89A9 2129771:XJ3G444D
Keywords: __C:filed:1

Radical Markets: Uprooting Capitalism and Democracy for a Just Society - Posner, Eric A.; Weyl, E. Glen (Radical Markets, 2018)
Revolutionary ideas on how to use markets to bring about fairness and prosperity for all Many blame today's economic inequality, stagnation, and political instability on the free market. The solution is to rein in the market, right? Radical Markets turns this thinking–and pretty much all conventional thinking about markets, both for and against—on its head. The book reveals bold new ways to organize markets for the good of everyone. It shows how the emancipatory force of genuinely open, free, and competitive markets can reawaken the dormant nineteenth-century spirit of liberal reform and lead to greater equality, prosperity, and cooperation. Eric Posner and Glen Weyl demonstrate why private property is inherently monopolistic, and how we would all be better off if private ownership were converted into a public auction for public benefit. They show how the principle of one person, one vote inhibits democracy, suggesting instead an ingenious way for voters to effectively influence the issues that matter most to them. They argue that every citizen of a host country should benefit from immigration—not just migrants and their capitalist employers. They propose leveraging antitrust laws to liberate markets from the grip of institutional investors and creating a data labor movement to force digital monopolies to compensate people for their electronic data. Only by radically expanding the scope of markets can we reduce inequality, restore robust economic growth, and resolve political conflicts. But to do that, we must replace our most sacred institutions with truly free and open competition— Radical Markets shows how.
KerkoCite.ItemAlsoKnownAs: 10.23943/9781400889457 4804264:CR7HHC8P
Keywords: Final_citation

Review: Cleveland-Innes, M. F., & Garrison, D. R. (Eds.), (2021). An introduction to distance education: Understanding teaching and learning in a new era (2nd ed.). New York, N.Y.: Routledge. - Porter, David Alexander (Journal of Learning for Development, 2021)
Number: 2
Keywords: distance education; ⛔ No DOI found

Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils - Porras-Salazar, Jose Ali; Wyon, David P.; Piderit-Moreno, Beatriz; Contreras-Espinoza, Sergio; Wargocki, Pawel (Indoor Air, 2018)
A two-week-long intervention study was performed in two classrooms in an elementary school in Costa Rica. Split-cooling air-conditioning (AC) units were installed in both classrooms. During the first week, the air temperature was reduced in one classroom while in the other (placebo) classroom the fans were operated but no cooling was provided. During the second week, the conditions were exchanged to create a 2 × 2 crossover design in which each pupil was their own control. A total of 37 children performed tasks similar to school work and completed questionnaires reporting their thermal sensation and perceptions. Operating the AC units reduced classroom temperature by about 5 K, from about 30 to 25°C. Thermal sensations changed from hot to neutral and slightly cold, and the percentage of children rating the thermal conditions as acceptable increased significantly. Neutral temperature was estimated to be about 27°C. The 11-year-old children performed the language and logical- thinking tasks significantly better in terms of speed at the lower temperature, while the less able pupils performed better on all tasks at the lower temperature. There were no significant effects on accuracy. These results confirm published findings from moderate climates and extend their validity to the tropics. They indicate that acclimatization can increase the optimal temperature for learning.
KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12501 2129771:2FS7YKL3 2129771:UY4KFIXW 4682641:3AEWSF3E 4682641:DY8CK6ZA 4682641:RA8LAQ94
Keywords: BE:RELEVANT; children; performance; school; thermal environment; tropical climates

Meta-analysis of 35 studies examining the effect of indoor temperature on office work performance - Porras-Salazar, Jose Ali; Schiavon, Stefano; Wargocki, Pawel; Cheung, Toby; Tham, Kwok Wai (Building and Environment, 2021)
Several relationships between air temperature and work performance have been published. We reanalysed the one developed in 2006 by Seppänen et al.; which is probably the best known. We found that even when significant, its prediction accuracy is very low (R2 = 0.05, MAE = 1.9%, RMSE = 3.1%). We consequently reviewed the literature and found 35 studies on the effects of temperature on office work performance. We used Seppänen et al.’s approach to normalise the data reported in these studies and explored the feasibility to develop a new relationship using regression models, models based on the Maximal Adaptability framework, and machine learning. We could not find a relationship between temperature and office work performance neither for the range of temperatures measured in most of the office buildings (20 °C–30 °C) or a wider range (18 °C–34 °C). Plausible reasons are discussed including the variety of methods used to assess performance, the multiple uncontrolled confounders, and the fact that temperature alone may not fully describe how the thermal environment affects building occupants. We do not recommend the use in practice of any of the models relating temperature to office work performance examined in the present study. The lack of relationships does not necessarily refute that temperature affects the performance of office work. Coordinated research predicated on a shared protocol enabling integrated analysis in the modelling of the relationships between the indoor thermal environment and office work performance is proposed to be carried out before using them in practice. We made the database open-source and developed an application for data exploring.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2021.108037 2129771:3WB6E2E4 4682641:B4RYFHC6 4682641:PEAZCXFI
Keywords: BE:RELEVANT; Cognitive performance; Indoor air temperature; Offices; Productivity; Thermal environment

Analyzing messages with typographic errors due to phonemic spellings using text-to-speech and speech-to-text algorithms - Pore, Meenal; Sengeh, David Moinina (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:DH4JDKWW
Keywords: api; audio file; speech; text; text message

Design and evaluation of a web-based decision support tool for district-level disease surveillance in a low-resource setting - Pore, Meenal; Sengeh, David M.; Mugambi, Purity; Purswani, Nuri V.; Sesay, Tom; Arnold, Anna Lena; Tran, Anh-Minh A.; Myers, Ralph (AMIA Annual Symposium Proceedings, 2018)
During the 2014 West African Ebola Virus outbreak it became apparent that the initial response to the outbreak was hampered by limitations in the collection, aggregation, analysis and use of data for intervention planning. As part of the post-Ebola recovery phase, IBM Research Africa partnered with the Port Loko District Health Management Team (DHMT) in Sierra Leone and GOAL Global, to design, implement and deploy a web-based decision support tool for district-level disease surveillance. This paper discusses the design process and the functionality of the first version of the system. The paper presents evaluation results prior to a pilot deployment and identifies features for future iterations. A qualitative assessment of the tool prior to pilot deployment indicates that it improves the timeliness and ease of using data for making decisions at the DHMT level.
KerkoCite.ItemAlsoKnownAs: 2129771:9G4XAC7L
Keywords: _C:Sierra Leone SLE

Promises to Keep: Impact of COVID-19 on Adolescents in Kenya - Population Council; Presidential Policy and Strategy Unit (Kenya) (Poverty, Gender, and Youth, 2021)

Global Landscape of Teacher Professional Development Programs: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (Population and Development Review, 2018)
Keywords: ⛔ No DOI found

Teacher Professional Development around the World: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8572 10/ghgngf 2129771:5RGFDRNB 2129771:ALHBEW23 2129771:U6VRSXQ6 2129771:VTDHPK39 2339240:XS7TPHW4 2405685:RJX4M8AM 2405685:SQ5CWK8Q 2486141:U6AFHNPF
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1; _genre:LR-literature_review

Inside in-service teacher training: What works and how do we measure It? Working paper - Popova, Anna; Evans, David K.; Arancibia, Violeta (Washington, DC.: Rise Programme, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:6CCQ8KHH 2129771:X5EEFDRB
Keywords: _genre:LR-literature_review; ⛔ No DOI found

Training Teachers on the Job: What Works and How to Measure It - Popova, Anna; Evans, David K.; Arancibia, Violeta (World Bank, 2016)
shortDOI: 10/gftsst KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7834 10/gftsst 2129771:SAEK44UH 2339240:C3T3XHZP 2405685:9TQFMR8Y
Keywords: C:Low- and middle-income countries; _genre:LR-literature_review

The Impact of TVET on Ghana's Socio-Economic Development: A Case Study of ICCES TVET Skills Training in Two Regions of Ghana - Pongo, NA; Effah, B; Osei-Owusu, B (American International Journal of Contemporary Research, 2014)
Integrated Community Centre for Employable Skills (ICCES) is an agency under the Ministry of Employment and Social Welfare with policy objective of filling the gap in employment generation by developing the young human resources in line with the poverty alleviation goal of the government of Ghana. The purpose of the study was to find out how the ICCES training programmes are achieving their purpose of increasing access of young person’s to skills acquisition and empowerment for productive employment. To harness the needed information, questionnaire, interview and observation, were employed in gathering data from the subjects. The results suggest that participants in the survey had all conferred that the programmes have being helpful to the communities in securing suitable employment that allows them to generate income within the social, family and financial constraints that they face in their communities and as such their social and economic status has being impacted positively.
zotzenLib.CopiedFrom: 2317526:SLL6D8NZ KerkoCite.ItemAlsoKnownAs: 2129771:FKCXFHEC 2317526:SLL6D8NZ UTI-9E621596-0265-3D22-B861-388E2D68C9B9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Ghana; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:leadership; P:economy; P:technology; R:case study; R:impact; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Aprendizagem móvel baseada em jogos de realidade aumentada: ensino de professores com a aplicação EduPARK - Pombo, Lúcia; Marques, Margarida Morais; Carlos, Vânia (Da Investigação às Práticas, 2019)
Publisher: Instituto Politécnico de Lisboa KerkoCite.ItemAlsoKnownAs: 2129771:JU6P66PL
Keywords: __C:filed:1; ⛔ No DOI found

Mobile augmented reality game-based learning: teacher training using the EduPARK app - Pombo, Lúcia; Marques, Margarida Morais; Carlos, Vânia (Da Investigação às Práticas, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:HKWGA9QG
Keywords: _C:Jordan JOR; _C:Portugal PRT; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning - Pokhrel, Sumitra; Chhetri, Roshan (Higher Education for the Future, 2021)
The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place., Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.
Publisher: SAGE Publications India KerkoCite.ItemAlsoKnownAs: 2129771:453NWPFU 2129771:6AZHFYDS
Keywords: Internet Use; Learning; Pedagogy; Teaching (Academic)

Agile in business - Podea, Marius (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:BEXTYP5E

Teachers for rural schools – a challenge for South Africa - Plessis, Pierre du; Mestry, Raj (South African Journal of Education, 2019)
Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning.Keywords: deployment; education level; education quality; recruitment; rural schools
Keywords: _C:Australia AUS; _C:Canada CAN; _C:France FRA; _C:Ghana GHA; _C:Malaysia MYS; _C:South Africa ZAF; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; deployment; education level; education quality; recruitment; rural schools; ⚠️ Invalid DOI

Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda - Plaut, Daniel; Jamieson Eberhardt, Molly (Results for Development, 2015)
"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained
KerkoCite.ItemAlsoKnownAs: 2129771:7XH66MAB 2405685:8N72DLST 2486141:CI7HN7EF

EdTech Innovation for COVID-19: Insights from our global call for ideas - Plaut, Daniel; Carter, Alice; Dixon, Miranda; Salami, Taiye (2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4768571 4804264:7UIKPD5M
Keywords: Final_citation; cited; existing

Sierra Leone CPD Sandbox - Draft Theory of Change - Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959786 2129771:47RUCMAS 2405685:T7AUREA5
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

EdTech Evidence Mid-Year Report - Platform, Instructure Learn (2023)
KerkoCite.ItemAlsoKnownAs: 4804264:LC73LNMN
Keywords: Final_citation; anystyle; existing

Early Grade Mathematics Assessment (EGMA) toolkit - Platas, L.M.; Ketterlin-Gellar, L.; Brombacher, A.; Sitabkhan, Y. (RTI International, 2014)

Ebola: beyond the health emergency - Plan International (Plan International, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:L53QZGG3 2405685:GKT9E9YG

Education Needs Assessment Report - Sierra Leone - Plan International (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:TU5FBQUH 2405685:FPBLY982 2486141:T8M7TVMD
Keywords: _C:Sierra Leone SLE

CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ - Pittarello, Fabio; Bertani, Luca (Proceedings of the 11th International Conference on Interaction Design and Children, 2012)
00003 KerkoCite.ItemAlsoKnownAs: 2129771:HAUJKVS3 257089:MWWT7KMR

Supporting open educational practices through open textbooks - Pitt, Rebecca (Beck); Jordan, Katy; Arcos, Beatriz de los; Farrow, Robert; Weller, Martin (Distance Education, 2020)
There has been little research into the impact of textbook costs on higher education in the United Kingdom. To better understand textbook use patterns and the issues faced by UK students and educators the UK Open Textbooks Project (2017–2018, http://ukopentextbooks.org/)) conducted quantitative survey research with United Kingdom educators in September 2018. This article reports on the findings of this survey, which focussed on awareness of open educational resources; textbook use and rationale; awareness and use of open textbooks; and open licensing. Results reveal fertile ground for open textbook adoption with potential to support a wide range of open educational practices. The findings indicate strategies for supporting pedagogical innovation and student access through the mainstream adoption of open textbooks.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757411
Keywords: United Kingdom; higher education; open educational practices (OEP); open educational resources (OER); open pedagogy; open textbooks

Fine motor skills predict maths ability better than they predict reading ability in the early primary school years - Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea (Frontiers in psychology, 2016)
Publisher: Frontiers Media SA KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.00783 2129771:2S4FMUQJ

Is the acquisition of basic-colour terms in young children constrained? - Pitchford, Nicola J.; Mullen, Kathy T. (Perception, 2002)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1068/p3405 2129771:SK7FIINZ

Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities - Pitchford, Nicola J.; Kamchedzera, Elizabeth; Hubber, Paula J.; Chigeda, Antonie L. (Frontiers in psychology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00262 10/gc7b8q 2129771:CI5TENAJ 2129771:CJ2M5WC2
Keywords: _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Malawi MWI; _C:Spain ESP; _C:United Kingdom GBR; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa - Pitchford, Nicola J.; Chigeda, Antonie; Hubber, Paula J. (Developmental Science, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/desc.12864 10/gf62gt 2129771:DMDYK6Z2 2129771:VXRGS3KV
Keywords: _C:Belgium BEL; _C:France FRA; _C:Kenya KEN; _C:Malawi MWI; _C:Myanmar MMR; _C:Netherlands NLD; _C:Seychelles SYC; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi - Pitchford, Nicola J. (Educational Psychology, 2015)
Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00485 10/f7chs2 2129771:JKQZXRI4 257089:U723SKN2

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi - Pitchford, Nicola J. (Frontiers in psychology, 2015)
Publisher: Frontiers Media SA KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00485 2129771:BXZBLAP6

Customised E-Learning Platforms - Pitchford, Nicola (Introduction to Development Engineering: A Framework with Applications from the Field, 2023)
More than 617 million children and adolescents lack the basic reading and mathematics skills required to live healthy and productive lives. Malawi ranks particularly poorly, with an average pupil to teacher ratio of 77:1 and a 50% dropout rate among primary school children. Established in 2013, the Unlocking Talent initiative uses e-Learning technology to help overcome educational challenges. It equips touch-screen tablets with customisable software that delivers lessons through multisensory experiences (e.g. pictures, sound, video and animation). Throughout Malawi, small groups of students in public primary schools have accessed these tablets during weekly sessions on-site. This case study describes a series of evaluations of this e-Learning technology in Malawi, conducted in tandem with experiments in other countries (including the United Kingdom, Brazil, South Africa, Tanzania, Kenya and Ethiopia). Following a pilot evaluation to assess the feasibility of e-Learning in raising learning outcomes, multiple large-scale randomised control trials were conducted. Learning gains hold across multiple cohorts of children and across different countries, generating more than a 3-month advantage in basic mathematics and more than a 4-month advantage in basic reading on average. The intervention also bridges gender gaps in mathematics skills attainment in Malawi.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-86065-3_11 4804264:YYP8PDJJ
Keywords: Customized e-learning platforms; Education technology; Evaluation; Final_citation; Global leaning crisis; Implementation; Literacy; Malawi; Numeracy; cited; existing

Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School - Pitchford, Nicola (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:LHCZDTV2 257089:UREFT76P

A machine-learning solution for quantifying the impact of climate change on roads - Piryonesi, S. M.; El-Diraby, T. (CSCE Annual Conference. Canadian Society for Civil Engineering, Laval, 2019)
Keywords: ⛔ No DOI found

The Emerging International Knowledge Exchange Barrier in Virtual Teacher Communities - Pirkkalainen, Henri; Jokinen, Jussi; Pawlowski, Jan (Proceedings of the 20th International Academic Mindtrek Conference, 2016)
Openness in education has sought its way to practice in schools as in universities. Many strategies and concepts have emerged: from openly shared resources to open practices to improve the access to and the quality of education. The knowledge exchange of educators has been seen a crucial activity in reaching and sustaining openness. This article analyses a typical knowledge exchange activity in schools: European teachers were engaged in virtual OER communities to exchange teaching resources as well as experiences about using OER and ICT in education. We applied technology acceptance framework and studied a potential barrier of international knowledge exchange. The findings of the study show surprising results: the willingness to exchange teaching materials within global virtual teacher communities decreases as schools mature in using OER and ICT. This study serves especially as a discussion opener for sustaining discourse and peer support in teacher virtual communities that strive for openness and international knowledge exchange. The findings have strong practical implications for the open education domain as well as for school / teacher development in general.
KerkoCite.ItemAlsoKnownAs: 10.1145/2994310.2994318 10/gf62h8 2129771:8JCM6QAV
Keywords: knowledge exchange; open education; teacher networks; technology acceptance; virtual community

(untitled) - Piper; Korda (2011)

Improving reading outcomes in Kenya: First-year effects of the PRIMR Initiative - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Mugenda, Abel (International Journal of Educational Development, 2014)
While educational participation is high in Kenya, literacy outcomes remain poor. The PRIMR Initiative aims to improve literacy learning by aligning curriculum and teacher practices with current research, providing ongoing instructional support and observation, and supplying basic instructional materials and English and Kiswahili books for students. In a randomized control trial in more than 400 schools in three counties in Kenya, the intervention improved oral reading fluency and in grade 1 formal and nonformal schools and grade 2 nonformal schools for both English and Kiswahili. The findings support the importance of in-classroom teacher support in program implementation to improve literacy outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.02.006 2129771:UT32KIFR 2129771:XJR35PXI 2486141:SZ32YYXD
Keywords: AWP2; Bilingual education; CitedIn:AKFC; International education; Kenya; Literacy; PRIMR; Reading; heterogeneity

Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Kwayumba, Dunston; Strigel, Carmen (International Journal of Educational Development, 2016)
Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
EdTechHub.Source: 2405685:RJ64GDLT KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.006 10/f8t8wn 2129771:BFAGPZNQ 2129771:QHYYISLI 2339240:59F29QUS 2339240:JWWGS2FM 2405685:6GPCWMKY 2405685:NAH85KGQ 2405685:RJ64GDLT 2405685:Y3YWXGDF 2534378:DA5UA4C3 2534378:IQ2QU9ZM 2534378:NFIYL9F6 503888:3UKKYSZT
Keywords: Education policy; International education; Kenya; Literacy; Reading; Technology; __:import:01; __:match:final; __:matched; __:study_id:2457283; ___working_potential_duplicate; __finaldtb

Teacher coaching in Kenya: Examining instructional support in public and nonformal schools - Piper, Benjamin; Zuilkowski, Stephanie Simmons (Teaching and Teacher Education, 2015)
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.01.001 10/f63z7b 2129771:NYI8CY62 2129771:PI8G7IIF 2129771:ZVRS99BQ 2339240:76EQG2NV 2405685:LM7EYD5E 2405685:WU59KPEH 261495:QBFNURGR
Keywords: AWP2; C:Kenya; CitedIn:AKFC; CitedIn:OER4Schools-HHH3-B; Coaching; Instruction; Kenya; Literacy; PRIMR; _C:Canada CAN; _C:Ethiopia ETH; _C:Kenya KEN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; professional development

Effectiveness of teachers' guides in the Global South: Scripting, learning outcomes, and classroom utilization - Piper, Benjamin; Sitabkhan, Yasmin; Mejia, Jessica; Betts, Kellie (Research Triangle Park, 2018)
This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects.
Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 2129771:P8SHVBPP 2129771:T2KAIHB7
Keywords: _genre:PR-primary_research; _yl:b

Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization - Piper, Benjamin; Sitabkhan, Yasmin; Mejia, Jessica; Betts, Kellie (RTI Press, 2018)
This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
shortDOI: 10/ggjrfk KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 10/ggjrfk 2339240:G6QUKYB2 2405685:8N3DSXF9 2405685:BX25H7CF 2405685:NLYSQ2ZG 2534378:AJ5Q28IL

Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides - Piper, Benjamin; Simmons Zuilkowski, Stephanie; Dubeck, Margaret; Jepkemei, Evelyn; King, Simon J. (World Development, 2018)
Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with speciﬁc ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the beneﬁts of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically signiﬁcant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries.
EdTechHub.Source: 2405685:5LADY8ET KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 10/gftrqf 2129771:33CKNBHY 2129771:3IIW96ZB 2129771:5IBWLA7Z 2129771:7U8IX8AM 2129771:94WMN93F 2129771:HXGME4VR 2129771:U59MFDNU 2339240:AUEREUTT 2339240:NNWXI67C 2339240:QWI89XDJ 2339240:X37484JK 2405685:37II7RPP 2405685:4PBTS4CP 2405685:5LADY8ET 2405685:L36BGXMK 2405685:PT6BTPEC 2405685:RIK9NWV4 2486141:N4TQS2MG 2534378:E5TCHLS4 2534378:QFTE8W6H 503888:J7J64Z2I
Keywords: Africa; C:Kenya; Literacy; Numeracy; Program Evaluation; Program evaluation; Quantitative; Randomized controlled trial; Reading; Teacher Professional Development; __C:filed:1; ___duplicate_item; ___working_potential_duplicate; _genre:PR-primary_research; _yl:a; interesting; numeracy; randomized control trial

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using Information and Communication Technology, 2017)
Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.
KerkoCite.ItemAlsoKnownAs: 2129771:U4THKEF5 2405685:7L6V38N5
Keywords: C:Kenya; _C:Brazil BRA; _C:Catalan Republic XCATA; _C:Ghana GHA; _C:Guinea GIN; _C:Honduras HND; _C:India IND; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Niger NER; _C:Peru PER; _C:Portugal PRT; _C:Tanzania TZA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using ICT, 2017)
KerkoCite.ItemAlsoKnownAs: 4804264:JVE8HV42
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report. - Piper, Benjamin; Medina, Korda (Research Triangle, 2010)

Kenya's ICT Policy in Practice: The Effectiveness of Tablets and E-readers in Improving Student Outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 2129771:GZKEZQ7R 2486141:NB2RBEP9

Kenya's ICT policy in practice: the effectiveness of tablets and e-readers in improving student outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
Publisher: Lehigh University Library and Technology Services, 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015 KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 2534378:73A9DFAH 2534378:8Y5PJAGB 2534378:P2EJKSKD Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895972841?accountid=9851
Keywords: African Languages; Control Groups; Cost Effectiveness; ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Educational Practices; Elementary Secondary Education; English (Second Language); Experimental Groups; Foreign Countries; Handheld Devices; Intervention; Kenya; Literacy; Outcomes of Education; Program Effectiveness; Randomized Controlled Trials; Reading Achievement; Student Improvement; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096974; ___working_potential_duplicate; __finaldtb

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program - Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong’ele, Salome (Journal of Educational Change, 2018)
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 4804264:36C342RX
Keywords: Evaluation; Final_citation; Implementation; Literacy; National; Reading; Reform; Systems; cited; existing

Integrated Education Program: Impact study of SMRS using early grade reading assessment in three provinces in South Africa. - Piper, Benjamin (In. RTI International, 2009)
Place: Park, NC Publisher: Research Triangle
Keywords: ⛔ No DOI found

Structured Pedagogy — 0a. How-To Guides - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:EUM85A2U

Structured Pedagogy — 0b. Literature Review - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:P44Z6UR4
Keywords: _yl:b

Structured Pedagogy — 0c. Structured Pedagogy Can Really Work - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3SX48P5C

Structured Pedagogy — Guide 1. Government Leadership and Program Adoption - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:AVVNCGG2

Structured Pedagogy — Guide 2. Designing an Effective Structured Pedagogy Program. - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PVKV2TCH

Structured Pedagogy — Guide 3. Curriculum and Scope and Sequence Development for Literacy and Numeracy .pdf - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PAMSA3IQ

Structured Pedagogy — Guide 4. Materials Development. - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:N8SWZJHP

Structured Pedagogy — Guide 5. Teacher Professional Development: Teacher Training - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:YK9GSZTP

Structured Pedagogy — Guide 6. Teacher Professional Development- Ongoing Teacher Support. - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:453YGTQ4

Structured Pedagogy — Guide 7. Data Systems and Accountability. - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:QQ2I6RJ4

Structured Pedagogy — Guide 8. Systems Management. - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:8MKWJFCT

Structured Pedagogy — How-To Guides and Literature Review - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:754EK7TT
Keywords: _yl:a

Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya - Piper, B.; Zuilkowski, S.S.; Ong’ele, S. (Comparative Education Review, 2016)

Cambodia teacher professional development policy options brief. Prepared for the United States Agency for International Development (USAID)/Cambodia under All Children Reading – Asia (ACR–Asia), All Children Reading – Cambodia, Contract No - Piper, B.; Spratt, J. (RTI International, 2017)
Issue: 17 Pages: 00017

Improving procedural and conceptual mathematics outcomes: Evidence from a randomised controlled trial in Kenya - Piper, B.; Ralaingita, W.; Akach, L.; King, S. (Journal of Development Effectiveness, 2016)

Early Grade Reading Assessment (EGRA) Plus: Liberia - Piper, B.; Poole, M.Korda (2010)
Keywords: ⛔ No DOI found

The Primary Math and Reading (PRIMR) Initiative: Baseline report. Prepared under the USAID EdData II - Piper, B.; Mugenda, A. (2012)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

"The Primary Math and Reading (PRIMR) Initiative: Endline Impact Evaluation." In - Piper, B.; Mugenda, A. (RTI International, Research Triangle, 2014)
Place: Park, NC
Keywords: ⛔ No DOI found

The Primary Math and Reading Initiative (PRIMR). Kisumu information and communication technology (ICT) intervention endline report. Prepared under the USAID EdData II - Piper, B.; Kwayumba, D. (2014)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

EGRA Plus: Liberia (Program evaluation report) - Piper, B.; Korda, M. (Learning to look: A handbook on classroom observation and teaching models, 2011)

EGRA Plus: Liberia. Program evaluation report. Prepared for USAID/Liberia under the Education Data for Decision Making (EdData II) project, Early Grade Reading Assessment (EGRA): Plus - Piper, B.; Korda, M. (2010)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

revised from 2014). USAID/ Kenya Primary Math and Reading (PRIMR) Initiative: Endline impact evaluation – revised edition. Prepared under the USAID EdData II - Piper, B.; King, S.; Mugenda, A. (2016)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

Pro-Poor PRIMR: Improving early literacy skills for children from low-income families in Kenya - Piper, B.; Jepkemei, E.; Kibukho, K. (Africa Education Review, 2015)

Scaling Up Successfully: Lessons from Kenya’s Tusome National Literacy Program. - Piper, B.; Destefano, J.; Kinyanjui, E.M. (Journal of Educational Change, 2018)

USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Kisumu Information and Communication Technology (ICT) Intervention. Endline Report. - Piper, B.; Kwayumba, D. (Research Triangle Institute (RTI), 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:ILKMBDCW 257089:JCXSW352

(untitled) - Piper (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:77CRA3KX 2129771:T6FKFKSW 2129771:Z5GWKANP
Keywords: auto_merged

Digital technologies in support of students learning in Higher Education: literature review - Pinto, Marta; Leite, Carlinda (Digital Education Review, 2020)
Autorías: Marta Pinto, Carlinda Leite. Localización: Digital Education Review. Nº. 37, 2020. Artículo de Revista en Dialnet.
Publisher: Digital Education Observatory (OED) Section: Digital Education Review KerkoCite.ItemAlsoKnownAs: 10.1344/der.2020.37.343-360 2129771:2I2UBTIE
Keywords: _genre:LR-literature_review