A short guide on the use of technology in learning (English, Arabic)دلیل مختصر حول استخدام التكنولوجیا في التعلّم - ﺔﻌﻣﺎﺟ, جﺪﯾﺮﺒﻣﺎﻛ; ﺔﯿﻠﻛ, ﺔﯿﺑﺮﺘﻟا
Haßler et al. - 2016 - A short guide on the use of technology in learning - (en,ar combined).pdf
KerkoCite.ItemAlsoKnownAs: 2129771:FXI79D59 2292090:DEDVY5IZ
Keywords: TL:Arabic; TL:English; TL:Translated; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

입원 아동 대상 통증 완화 중재에 대한 통합적 고찰 - 조해련; 이정민; 김신정 (Child Health Nursing Research, 2020)
Publisher: 한국아동간호학회 KerkoCite.ItemAlsoKnownAs: 2129771:ZFYBZIMG
Keywords: __C:filed:1; ⛔ No DOI found

A Study on Cambodia Pre-service Secondary School Teacher Education with the Perspective of Teacher Professionalism - 이신애 (서울대학교 대학원, 2021)
The purpose of this study is to propose implications for improving Cambodia secondary pre-service teacher education in the view of teacher professionalism. To do so, this study attempts to review the current system and implementation of Cambodia secondary pre-service teacher education and reveal perception of current Cambodia teachers. The survey data in this analysis are from the secondary school teachers in Kampong Chhnang province. Survey, conducted in 2020, provides detailed information on to realistic perception and understanding on effectiveness of pre-service teacher education and teacher professionalism. For analyzing data, descriptive statistics, independent samples t-test, one way ANOVA are performed using SPSS Window 27.0. The research reveals that firstly, teachers have same degree of extrinsic motivation (monetary reward) and intrinsic motivation (interest in subject and teaching). As previous research reveals, in developing nations, extrinsic motivation can promote intrinsic motivation of teachers who are facing poverty. It provides evidence to make ‘motivational synergy’ for increasing motivation of Cambodia teachers. Secondly, respondent teachers perceived level of effectiveness to professional identity is the lowest score. Lastly, teachers who perceive professional teacher as ‘highly respected with social status’ have the highest training need for continuous learning. Thus, policy implications for making teachers feel that they are socially respected and valued with high prestige is positively influencing to teachers’ will of pursuing continuous learning and professional development. Finding suggests three policy implications. First, there needs to be greater need for improving curriculum for teachers’ professional identity. In other words, a focus on technical, competence and knowledge-based teacher professionalism need to be shifted to inner and moral aspect of teacher by developing curriculum and space to allow preservice teachers to shape and reflect on the meaning of teaching, learning and ultimately professional teacher. Secondly, additional one-year (named ‘professional year) is recommended for enhance Cambodia teacher education credibility and extend career choices that preservice teachers have. Lastly guideline reports on teacher education in developing countries need to be published by professional Korean research institutions. It is because, despite of enhanced global standing and expectation of Korean international development, global education cooperation is not professional yet.
Accepted: 2022-03-25T05:55:55Z Journal Abbreviation: 교원전문성 관점으로 본 캄보디아 중 예비교사교육 연구 : 캄퐁츠낭 중등 학교를 중심으로

한국의 대학생을 대상으로 한 성교육 프로그램에 관한 통합적 고찰 - 신혜원; 이정민; 민혜영 (한국간호교육학회지, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:E8QDFIDD
Keywords: _C:Korea XKOR; _C:Korea; Republic KOR; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

스마트폰을 이용한 한국 간호대학생 대상 간호교육의 통합적 고찰 - 신혜원; 이정민; 김신정 (한국간호교육학회지, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:8XSBJE2N 2129771:MUJPG6DR 2129771:Y9WSDLKF
Keywords: __C:filed:1; ⛔ No DOI found

한국의 초등학생을 대상으로 한 성폭력 예방 교육 프로그램에 관한 통합적 고찰 - 신혜원; 이정민; 강경아; 김신정 (Child Health Nursing Research, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:6KBED5Y8
Keywords: _C:Korea XKOR; _C:Korea; Republic KOR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

指尖上的学习: 触屏学习的作用 - 谢和平; 周宗奎; 黄勖喆; 朱晓伟; 范翠英 (心理科学, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:84EXI53B
Keywords: _C:Greece GRC; _C:New Zealand NZL; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Тёмная материя в галактиках - Засов, Анатолий Владимирович; Сабурова, Анна Станиславовна; Хоперсков, Александр Валентинович; Хоперсков, Сергей Александрович (Успехи физических наук, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:6DYES4QM
Keywords: __C:filed:1; ⛔ No DOI found

Особенности структуры интеллекта младших школьников, обучаемых посредством гаджетов - Водяха, Сергей Анатольевич; Водяха, Юлия Евгеньевна; Минюрова, Светлана Алигарьевна (Педагогическое образование в России, 2019)
Publisher: Федеральное государственное бюджетное образовательное учреждение высшего … KerkoCite.ItemAlsoKnownAs: 2129771:2WAHWCQ2
Keywords: __C:filed:1; ⛔ No DOI found

Experienced teacher learning within the context of reciprocal peer coaching - Zwart, R.C.; Wubbels, T.; Bergen, T.C.M.; Bolhuis, S. (Teachers and Teaching: Theory and Practice, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1080/13540600601152520 10/c22ctv 2129771:2SJH9DV8 261495:HZKPTAR9

Teachers’ pedagogical content knowledge, curriculum designing, and student’s comprehension of secondary school ordinary level physics in Lusaka, Zambia. - Zulu, Jacqueline; Mulenga, Innocent Mutale (2019)
Publisher: UNESWA Journal of Education
Keywords: ⛔ No DOI found

Instructional coaching in Kenya: Supporting teachers to improve literacy outcomes - Zuilkowski, S.S.; Piper, B. (The Routledge international handbook on teacher quality and policy, 2017)

Bright and Early: How financing pre-primary education gives every child a fair start in life - Zubairi, Asma; Rose, Pauline (University of Cambridge, 2017)
Keywords: ⛔ No DOI found

Donor Scorecard Just Beginning: Addressing inequality in donor funding for Early Childhood Development - Zubairi, Asma; Rose, Pauline (London: Theirworld, 2018)

Raising domestic resources for equitable education - Zubairi, Asma; Rose, Pauline (Background paper for The Learning Generation. Investing in Learning for a Changing World, International Commission on Financing Global Education Opportunity. http://www. educationequity2030. org/resources-2/2017/3/23/raising-domestic-resources-for-equitable-education, 2016)
Keywords: ⛔ No DOI found

Supporting primary and secondary education for refugees: the role of international financing - Zubairi, Asma; Rose, Pauline (Commissioned by Malala Fund, 2016)
Keywords: ⛔ No DOI found

Country-Level Research Review: EdTech in Bangladesh - Zubairi, Asma; Kreimeia, Adam; Kaye, Tom; Ashlee, Amy (2021)
Keywords: ⛔ No DOI found

EdTech to Reach the Most Marginalised: A Call to Action - Zubairi, Asma; Kreimeia, Adam; Jefferies, Kate; Nicolai, Susan (EdTech Hub. https://docs. edtechhub. org/lib/W8DB96IE/download/XDMFQU9V …, 2021)

Pakistan Digital Learning Landscape Analysis - Zubairi, Asma; Khalayleh, Abdullah; Baloch, Imdad; Mazari, Haani; Kaye, Tom; Groeneveld, Caspar (EdTech Hub, 2022)

Country-level research review: EdTech in Pakistan - Zubairi, Asma; Halim, Waqas; Kaye, Tom; Wilson, Samuel (2021)
Publisher: Working Paper]. EdTech Hub. https://doi. org/10.5281/zenodo. 4596486 …
Keywords: ⛔ No DOI found

Country-Level Research Review: EdTech in Pakistan - Zubairi, Asma; Halim, Waqas; Kaye, Tom; Wilson, Sam (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4596486 2129771:3CUB9UK6 2339240:3JHAWKKZ 2405685:NZUHTJBG 2339240:NHJQTPKC
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlement approach - Zubairi, Asma Tahseen (University of Cambridge, 2021)

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlements approach - Zubairi, Asma (University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:CSX7CQWJ
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Cambodia KHM; _C:Chile CHL; _C:China CHN; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Japan JPN; _C:Kenya KEN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Students’ online information use and learning progress in higher education – A critical literature review - Zlatkin-Troitschanskaia, Olga; Hartig, Johannes; Goldhammer, Frank; Krstev, Jan (Studies in Higher Education, 2021)
Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strategies for searching, evaluating, and selecting online information, the use of this information for domain-specific learning, and the influence of the characteristics of both online information sources and learners on searching, evaluating, and selecting online information. Moreover, research on how this information-related behavior develops and affects learning outcomes is considered. The literature research, conducted in 2020, employed the database Education Resources Information Center (ERIC) and the search engine Google Scholar. Based on relevant search phrases and keywords, over 500 publications were found. After a second search, 55 fitting publications from 2009 onwards were identified. The review reveals a lack of research on the characteristics of online information, how these characteristics affect student learning in higher education, and how student learning can be fostered by improving students' information-related strategies. Research integrating these different perspectives is even scarcer.
Publisher: Routledge _eprint: https://doi.org/10.1080/03075079.2021.1953336
Keywords: Online learning; higher education; meta-analysis; online media use

Digital Undergraduate Education in Dentistry: A Systematic Review - Zitzmann, Nicola U.; Matthisson, Lea; Ohla, Harald; Joda, Tim (International Journal of Environmental Research and Public Health, 2020)
The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education.
Number: 9 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph17093269 2129771:CV9QZRC7
Keywords: _genre:LR-literature_review; augmented reality (AR); dental education; digital dentistry; virtual reality (VR)

Analysing training needs of TVET teachers in South Africa. An empirical study - Zinn, Bernd; Raisch, Kevin; Reimann, Jennifer (International Journal for Research in Vocational Education and Training, 2019)
Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.
KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.6.2.4 2129771:JW7R2TV6 2129771:TFSAE8MD

4.5.A. Review of AfL and lesson pacing - Zimbabwe, OER4Schools (Open Development & Education, 2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722373 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1113 ZenodoArchiveConcept: 10722372
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

How plasterboard ceilings improve the comfort of a home - zilla (Knauf Tanzania, 2021)
The materials we use to build our homes can impact their safety and comfort. This is especially true when it comes to weather conditions and the level of

Evaluation Learning from Experience USAID Evaluation Policy - Ziegler, Jessica (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M5PS8ZWW
Keywords: ⛔ No DOI found

Post-development 25 years after The Development Dictionary - Ziai, Aram (Third World Quarterly, 2017)
Few books in the history of development studies have had an impact like The Development Dictionary – A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992, and which was crucial in establishing what has become known as the Post-Development (PD) school. This special issue is devoted to the legacy of this book and thus to discussing PD.
Publisher: Routledge _eprint: https://doi.org/10.1080/01436597.2017.1383853
Keywords: Post-Development; development discourse; development studies; development theory

The development dictionary @25: post-development and its consequences - Ziai, Aram (2020)
Few books in the history of Development Studies have had an impact like The Development Dictionary-A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992. The Development Dictionary was crucial in establishing what has become known as the Post-Development (PD) school. This volume is devoted to the legacy of The Development Dictionary and to discussing Post-Development. Thisbook originally publishedas a special issueof Third World Quarterly.
OCLC: 1222779613

Friends or foes? Examining platform owners’ entry into complementors’ spaces - Zhu, Feng (Journal of Economics & Management Strategy, 2019)
As platform owners continue to expand their ecosystems, many of them have started to provide consumers with their own complementary applications. These moves position the platform owners as direct competitors to their complementors. This paper surveys empirical studies that examine the direct entry of platform owners into complementors’ product spaces. It finds that both the motivation and impact of such entries on complementors are multifaceted. The motivation behind platform owners’ direct entry goes beyond value capture, and the impact of platform entry on complementors varies across empirical settings. It identifies several future research directions that can help advance our understanding of the relationships between platform owners and complementors.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jems.12303 KerkoCite.ItemAlsoKnownAs: 10.1111/jems.12303 4804264:82K8EZAB
Keywords: Final_citation; multisided markets; platform-owner entry

Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures - Zhu, Chengyan; Huang, Shiqing; Evans, Richard; Zhang, Wei (Frontiers in Public Health, 2021)
Background: Cyberbullying is well-recognized as a severe public health issue which affects both adolescents and children. Most extant studies have focused on national and regional effects of cyberbullying, with few examining the global perspective of cyberbullying. This systematic review comprehensively examines the global situation, risk factors, and preventive measures taken worldwide to fight cyberbullying among adolescents and children.Methods: A systematic review of available literature was completed following PRISMA guidelines using the search themes “cyberbullying” and “adolescent or children”; the time frame was from January 1st, 2015 to December 31st, 2019. Eight academic databases pertaining to public health, and communication and psychology were consulted, namely: Web of Science, Science Direct, PubMed, Google Scholar, ProQuest, Communication & Mass Media Complete, CINAHL, and PsycArticles. Additional records identified through other sources included the references of reviews and two websites, Cyberbullying Research Center and United Nations Children's Fund. A total of 63 studies out of 2070 were included in our final review focusing on cyberbullying prevalence and risk factors.Results: The prevalence rates of cyberbullying preparation ranged from 6.0 to 46.3%, while the rates of cyberbullying victimization ranged from 13.99 to 57.5%, based on 63 references. Verbal violence was the most common type of cyberbullying. Fourteen risk factors and three protective factors were revealed in this study. At the personal level, variables associated with cyberbullying including age, gender, online behavior, race, health condition, past experience of victimization, and impulsiveness were reviewed as risk factors. Likewise, at the situational level, parent-child relationship, interpersonal relationships, and geographical location were also reviewed in relation to cyberbullying. As for protective factors, empathy and emotional intelligence, parent-child relationship, and school climate were frequently mentioned.Conclusion: The prevalence rate of cyberbullying has increased significantly in the observed 5-year period, and it is imperative that researchers from low and middle income countries focus sufficient attention on cyberbullying of children and adolescents. Despite a lack of scientific intervention research on cyberbullying, the review also identified several promising strategies for its prevention from the perspectives of youths, parents and schools. More research on cyberbullying is needed, especially on the issue of cross-national cyberbullying. International cooperation, multi-pronged and systematic approaches are highly encouraged to deal with cyberbullying.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2021.634909 4804264:XBNWTBNA 4804264:YW7G7IVA
Keywords: Final_citation; anystyle; existing

Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety - Zhou, Da; Du, Xiaofeng; Hau, Kit-Tai; Luo, Haifeng; Feng, Pingting; Liu, Jian (Educational Psychology, 2020)
This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed.
Publisher: Routledge _eprint: https://doi.org/10.1080/01443410.2019.1696947 KerkoCite.ItemAlsoKnownAs: 10.1080/01443410.2019.1696947 2129771:42N6F9B6 2486141:JD84EFTA
Keywords: Mathematical problem-solving ability; mathematical anxiety; self-efficacy; teacher–student relationship

The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions: a meta-analysis - Zheng, Lanqin; Long, Miaolang; Zhong, Lu; Gyasi, Juliana Fosua (Education and Information Technologies, 2022)
As a learner-centered approach, technology-facilitated personalized learning has received increasing attention in the field of education. However, it is not clear whether technology-facilitated personalized learning is effective for both learning achievements and learning perceptions. This study aims to close the research gaps and examine the effect sizes of technology-facilitated personalized learning on learning achievements and learning perceptions from 2001 to 2020. In total, 34 empirical studies were synthesized in the present meta-analysis. The findings revealed that technology-facilitated personalized learning had a medium effect size on learning achievements and a small effect size on learning perceptions. Furthermore, the impacts of 10 moderator variables, including the sample levels, sample sizes, learning domains, research design, research settings, intervention duration, learning methods, software and hardware that support personalized learning, and user-oriented personalized parameters, were analyzed in depth. It was found that learning methods and personalized learning software significantly moderated the effect sizes. The novelty and main contribution of this study is threefold. First, this study revealed that technology-facilitated personalized learning was more effective than traditional learning through the comprehensive meta-analysis. Second, this study found that learning methods and personalized learning software could trigger and leverage the effects of technology-facilitated personalized learning. Third, this study proposed a design framework of technology-facilitated personalized learning to facilitate the implementation of personalized learning effectively.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-022-11092-7 4804264:8RR5F92U
Keywords: Effect size; Final_citation; Learning achievement; Learning perception; Meta-analysis; Personalized learning; cited; existing

The effectiveness of integrating mobile devices with inquiry-based learning on students' learning achievements: a meta-analysis - Zheng, Lanqin; Li, Xin; Tian, Lu; Cui, Panpan (International Journal of Mobile Learning and Organisation, 2018)
Mobile devices are gaining more and more popularity in recent years. Researchers and practitioners took advantages of mobile devices to facilitate inquiry-based learning in the past decade. Although there were many studies that using mobile devices in inquiry-based learning, the systematic review of the effectiveness of integrating mobile devices with inquiry-based learning remained lacking. This meta-analysis examined 34 empirical studies with 2316 participants on integrating mobile devices with inquiry-based learning from 2007 to 2016. The results indicated that there was a high effect size of 0.91 for the application of mobile devices in improving students' learning achievements. The features of moderator variables were also deeply analysed and synthesised based on the content analysis of all studies. The results together with the implications for practices and research were also discussed in detail.
Publisher: Inderscience Publishers KerkoCite.ItemAlsoKnownAs: 10.1504/IJMLO.2018.089238 2129771:3ZU8Q5C4 2486141:WUJE9E2P
Keywords: inquiry-based learning; learning achievement; meta-analysis; mobile devices

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis - Zheng, Lanqin (Asia Pacific Education Review, 2016)
This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-016-9426-9 2129771:5LKIYK29 2486141:SPFPEM6G
Keywords: Academic performance; Meta-analysis; Scaffold; Self-regulated learning

Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis - Zheng, Binbin; Warschauer, Mark; Lin, Chin-Hsi; Chang, Chi (Review of Educational Research, 2016)
Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654316628645 2129771:FXFNHFXU 2486141:XVLIUWZ3

Digital competence in higher education research: A systematic literature review - Zhao, Yu; Pinto Llorente, Ana María; Sánchez Gómez, María Cruz (Computers & Education, 2021)
In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education.
Keywords: 21st century abilities; Digital competence; Higher education

The Relationship between Smartphone Use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study. - Zhao, Jingming; Yuping, Wei; Maideen, Ismail; Moe, Zan Khin; Nasirudeen, A. M. A. (Journal of Educational Technology, 2018)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:ICUATGDN
Keywords: Final_citation; ⛔ No DOI found

OPT: Open Pre-trained Transformer Language Models - Zhang, Susan; Roller, Stephen; Goyal, Naman; Artetxe, Mikel; Chen, Moya; Chen, Shuohui; Dewan, Christopher; Diab, Mona; Li, Xian; Lin, Xi Victoria; Mihaylov, Todor; Ott, Myle; et al. (arXiv, 2022)
Large language models, which are often trained for hundreds of thousands of compute days, have shown remarkable capabilities for zero- and few-shot learning. Given their computational cost, these models are difficult to replicate without significant capital. For the few that are available through APIs, no access is granted to the full model weights, making them difficult to study. We present Open Pre-trained Transformers (OPT), a suite of decoder-only pre-trained transformers ranging from 125M to 175B parameters, which we aim to fully and responsibly share with interested researchers. We show that OPT-175B is comparable to GPT-3, while requiring only 1/7th the carbon footprint to develop. We are also releasing our logbook detailing the infrastructure challenges we faced, along with code for experimenting with all of the released models.
arXiv:2205.01068 [cs]
Keywords: Computer Science - Computation and Language; Computer Science - Machine Learning

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19 - Zhang, Ling; Carter Jr., Richard Allen; Qian, Xueqin; Yang, Sohyun; Rujimora, James; Wen, Shuman (British Journal of Educational Technology, 2022)
This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings. Practitioner notes What is already known about this topic Online learning had attracted growing traction as a flexible and affordable means to complement traditional higher education prior to COVID-19. Higher education institutions (HEIs), faculty and students around the globe have encountered various challenges and opportunities regarding online teaching and learning during COVID-19. What this paper adds A bird's-eye-view perspective of how HEIs around the globe responded to the pandemic-imposed online teaching and learning using the bibliometric methodology. Identifications of a large body of research (n = 1061 documents) conducted by scholars from 103 countries or regions that investigated the pandemic-imposed online higher education, indicating an unprecedented level of participation in this area. An analysis of distinct themes arising from research on the pandemic-imposed online learning, such as medical education and psychological impact, chemistry curriculum and laboratory-based instruction and technology acceptance model. Implications for practice and/or policy The large corpus of studies on online higher education from different aspects can provide cross-disciplinary information guiding future research and design of online learning. With technology often conceptualized as the solution to support online learning, it is imperative to put innovative pedagogy at the forefront of the design of online teaching and learning.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13191
Keywords: COVID-19; bibliometric analysis; innovative pedagogical strategies; online higher education; technology

Planning maize hybrids adaptation to future climate change by integrating crop modelling with machine learning - Zhang, Liangliang; Zhang, Zhao; Tao, Fulu; Luo, Yuchuan; Cao, Juan; Li, Ziyue; Xie, Ruizhi; Li, Shaokun (Environmental Research Letters, 2021)
Publisher: IOP Publishing
Keywords: _z:no_pdf

A Systematic Review of Learning and Teaching with Tablets. - Zhang, Lechen; Nouri, Jalal (International Association for Development of the Information Society, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:K93YVKNX
Keywords: __C:filed:1; literature / systematic review; ⛔ No DOI found

Deep Learning in Automatic Math Word Problem Solvers - Zhang, Dongxiang (AI in Learning: Designing the Future, 2023)
The design of an automatic solver for mathematical word problems (MWPs) dates back to the early 1960s and regained booming attention in recent years, owing to revolutionary advances in deep learning. Its objective is to parse the human-readable word problems into machine-understandable logical expressions. The problem is challenging due to the existence of a substantial semantic gap. To a certain extent, MWPs have been recognized as good test beds to evaluate the intelligence level of agents in terms of natural language understanding and automatic reasoning. The successful solving of MWPs can benefit online tutoring and constitute a milestone toward general AI. In this chapter, we present a general introduction to the technical evolution trend for MWP solvers in recent decades and pay particular attention to recent advancement with deep learning models. We also report their performances on public benchmark datasets, which can update readers’ understandings of the latest status of automatic math problem solvers.
Keywords: Automatic reasoning; Deep learning; Math word problems; Natural language processing

Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas: towards spatial inquiries - Zhang, Charlie H.; Ruther, Matt (GeoJournal, 2020)
Keywords: Lebanon_event_2021; _C:Chile CHL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

A Systematic Review of Multimedia Tools for Cybersecurity Awareness and Education - Zhang-Kennedy, Leah; Chiasson, Sonia (ACM Computing Surveys, 2021)
We conduct a comprehensive review covering academic publications and industry products relating to tools for cybersecurity awareness and education aimed at non-expert end-users developed in the past 20 years. Through our search criteria, we identified 119 tools that we cataloged into five broad media categories. We explore current trends, assess their use of relevant instructional design principles, and review empirical evidence of the tools’ effectiveness. From our review, we provide an evaluation checklist and suggest that a more systematic approach to the design and evaluation of cybersecurity educational tools would be beneficial.
KerkoCite.ItemAlsoKnownAs: 10.1145/3427920 2129771:J8RFEA77
Keywords: Cybersecurity educational tools; _genre:LR-literature_review; cybersecurity awareness and education

Policy Learning with Adaptively Collected Data - Zhan, Ruohan; Zhimei, Ren; Athey, Susan; Zhou, Zhengyuan (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:EEZYXSIW
Keywords: Final_citation; cited; existing; ⛔ No DOI found

A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 - Zhai, Xuesong; Chu, Xiaoyan; Chai, Ching Sing; Jong, Morris Siu Yung; Istenic, Andreja; Spector, Michael; Liu, Jia-Bao; Yuan, Jing; Li, Yan (Complexity, 2021)
This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.
Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2021/8812542 2129771:NQUUCP2N 2405685:T7U5VLI3 2486141:LZ7DG3FE

Exploring machine learning potential for climate change risk assessment - Zennaro, Federica; Furlan, Elisa; Simeoni, Christian; Torresan, Silvia; Aslan, Sinem; Critto, Andrea; Marcomini, Antonio (Earth-Science Reviews, 2021)
Publisher: Elsevier

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course - Zengin, Yilmaz (International Journal of Mathematical Education in Science and Technology, 2018)
The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.
Place: London Publisher: Taylor & Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851
Keywords: Colleges & universities; Computer Software; Content analysis; Data acquisition; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; GeoGebra; Geometry; Higher Education; History; History of mathematics; Mathematical Concepts; Mathematical Logic; Mathematical analysis; Mathematics; Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Qualitative analysis; Qualitative research; Software; Student Attitudes; Teachers; Turkey; Validity; __:import:01; __:match:final; __:matched; __:study_id:2098800; __finaldtb; dynamic mathematics software; pre-service teachers' views

Critical pedagogy and emotion: Working through ‘troubled knowledge’in posttraumatic contexts - Zembylas, Michalinos (Critical Studies in Education, 2013)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2012.743468 2129771:VHHJWEPF 2486141:J6KHQK2R

Teacher turnover in Rwanda - Zeitlin, Andrew (Journal of African Economies, 2021)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2129771:WF686ZTQ

Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach - Zee, Marjolein; de Bree, Elise; Hakvoort, Britt; Koomen, Helma M. Y. (Journal of Applied Developmental Psychology, 2020)
This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students with ADHD themselves, reported higher levels of conflict in relationships. Additionally, teachers experienced less closeness and more conflict in relationships with children with ASD. The lower levels of closeness were also reported by classmates, but not by students with ASD themselves. Last, students with dyslexia experienced less closeness and conflict with their teacher, whereas their classmates and teachers reported more closeness and less conflict in relationships.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101101 2129771:975FSIMS
Keywords: ADHD; ASD; Dyslexia; Multi-informant approach; Student–teacher relationship

Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Book] - Zawacki-Richter, Olaf; Kerres, Michael; Bedenlier, Svenja; Bond, Melissa; Buntins, Katja (Springer Fachmedien Wiesbaden, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7 2129771:4A6ZX2I6

Mapping the field of research on African higher education: a review of 6483 publications from 1980 to 2019 - Zavale, Nelson Casimiro; Schneijderberg, Christian (Higher Education, 2022)
Following a global trend, higher education (HE) in Africa has also become a complex enterprise, potentially demanding specific expertise in higher education research. However, despite this, there is a dearth of analysis into the state of research on African HE. This paper seeks to fill this gap by mapping and analysing African HE research. We undertake a systematic review of 6483 articles and books focusing on African HE published from 1980 to 2019 in indexed and non-indexed journals and book-publishers. We particularly examine the evolution of publications, the journals and book publishers, the authors’ affiliations, the researched countries, the publications’ thematic classification, the most prolific authors, and the most influential publications. Based on this analysis, we draw four main conclusions. First, research on African HE is a rather recent phenomenon or has witnessed a recent rise or renewal. Second, a few selected journals and book-publishers, particularly those with a strong regional or international reputation, dominate the field. Third, four communities of researchers are more represented: the community researching teaching and learning issues, the community focusing on structural transformation of HE, the community focusing on the internal organisation of HE and the community focusing on societal engagement of HE. Four, South Africa dominates the field both as home to most of the authors (including the most prolific) and the empirical field of most publications (including the most influential). If South Africa is excluded, African HE research is weak, but some communities are emerging, particularly in West, East and Southern Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:QBL95EJ2 2129771:SDBUUA7A
Keywords: Africa; Higher education research; Mapping the field; Systematic review

Dark matter in galaxies - Zasov, Anatolii Vladimirovich; Saburova, Ann S.; Khoperskov, Alexander Valentinovich; Khoperskov, Sergey A. (Physics-Uspekhi, 2017)
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.3367/UFNe.2016.03.037751 2129771:NGRHGSFA
Keywords: __C:filed:1

Relationship Between Classroom Physical Environment and Students’ Academic Achievement at Secondary Level - Zaman, Fakhar; Begum, Shabnam; Ullah, Mati (2020)
For fruitful teaching and learning process, physical classroom environment is very essential. The key purpose of the study was examining relationship between classroom physical environment and students’ academic achievement at Secondary Level in Southern KP. The study was descriptive in nature. The population of the study comprised of the five districts in Southern KP in which (n = 400) respondents were taken as sample of the study by applying stratified random sampling technique in which 200 were urban (100 male students and 100 female students). Similarly, 200 were rural students (100 male and 100 female). From each selected district, 05 urban and 05 rural male schools and similarly 05 urban and 05 rural female schools were randomly selected among these 05 districts. Data were collected from 20 schools. A self-developed questionnaire was used to find views of the students about their physical class room environment. Cronbach Alpha was applied. The collected data was entered into SPSS. Results and conclusions were drawn according to the nature of study. Thus, some recommendations were suggested at the end for the further improvement and future researcher.
KerkoCite.ItemAlsoKnownAs: 2129771:S3KWJTKI 4682641:JWD5G4D2
Keywords: BE:LMIC; BE:RELEVANT

The Emerging Role of Corporate Actors as Policymakers in Education in Emergencies: Evidence from the Syria Refugee Crisis - Zakharia, Zeena; Menashy, Francine (Journal on Education in Emergencies, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:DCDMKV7W 2129771:J7LTB7FK 2129771:QNIFHZX8

How solar mini-grids can bring cheap, green electricity to rural Africa - Zajicek, Charlie (odi.org, 2019)
Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa.
KerkoCite.ItemAlsoKnownAs: 2405685:4VUP32WG 2534378:IT6G3AEW

Mode of tele-communication and software used by children with hearing impairment - Zahra, Arjamand; Khan, Sikander Ghayas; Butt, Ayesha Kamal; Noreen, Hafsa; Saeed, Muhammad Imtiaz; Iftikhar, Nayab (Biomedical Research, 2018)
Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y.
Publisher: Allied Academies KerkoCite.ItemAlsoKnownAs: 10.4066/biomedicalresearch.29-17-3494 2129771:LXEKM4D9

LDA*: a robust and large-scale topic modeling system - Yut, Lele; Zhang, Ce; Shao, Yingxia; Cui, Bin (Proceedings of the VLDB Endowment, 2017)
We present LDA*, a system that has been deployed in one of the largest Internet companies to fulfil their requirements of "topic modeling as an internal service" —relying on thousands of machines, engineers in different sectors submit their data, some are as large as 1.8TB, to LDA* and get results back in hours. LDA* is motivated by the observation that none of the existing topic modeling systems is robust enough —Each of these existing systems is designed for a specific point in the tradeoff space that can be sub-optimal, sometimes by up to 10×, across workloads. Our first contribution is a systematic study of all recently proposed samplers: AliasLDA, F+LDA, LightLDA, and WarpLDA. We discovered a novel system tradeoff among these samplers. Each sampler has different sampling complexity and performs differently, sometimes by 5×, on documents with different lengths. Based on this tradeoff, we further developed a hybrid sampler that uses different samplers for different types of documents. This hybrid approach works across a wide range of workloads and outperforms the fastest sampler by up to 2x. We then focused on distributed environments in which thousands of workers, each with different performance (due to virtualization and resource sharing), coordinate to train a topic model. Our second contribution is an asymmetric parameter server architecture that pushes some computation to the parameter server side. This architecture is motivated by the skew of the word frequency distribution and a novel tradeoff we discovered between communication and computation. With this architecture, we outperform the traditional, symmetric architecture by up to 2×. With these two contributions, together with a carefully engineered implementation, our system is able to outperform existing systems by up to 10× and has already been running to provide topic modeling services for more than six months.

guidelines-for-the-re-accreditation-of-diploma-programmes-nbte - Yumpu.com (yumpu.com)
Guidelines for the Re Accreditation of diploma Programmes - NBTE
Library Catalog: www.yumpu.com KerkoCite.ItemAlsoKnownAs: 2129771:SIZ9DD2D

Pedagogical design of K-12 artificial intelligence education: A systematic review - Yue, Miao; Jong, Morris Siu-Yung; Dai, Yun (Sustainability, 2022)
Publisher: MDPI

Estimating Level of Engagement from Ocular Landmarks - Yücel, Zeynep; Koyama, Serina; Monden, Akito; Sasakura, Mariko (International Journal of Human–Computer Interaction, 2020)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10447318.2020.1768666 2129771:AXSCFDCB
Keywords: __C:filed:1

Application and Research of Basketball Tactics Teaching Assisted by Computer Multimedia Technology - Yu, Lei; Li, Dong; Chen, Dong; Li, Wenbin (International conference on Big Data Analytics for Cyber-Physical-Systems, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:K3HU5L7W 2129771:TW6KGDR7
Keywords: __C:filed:1; ⛔ No DOI found

Effects of responsive stimulation and nutrition interventions on children's development and growth at age 4 years in a disadvantaged population in Pakistan: a longitudinal follow-up of a cluster-randomised factorial effectiveness trial - Yousafzai, Aisha K.; Obradović, Jelena; Rasheed, Muneera A.; Rizvi, Arjumand; Portilla, Ximena A.; Tirado-Strayer, Nicole; Siyal, Saima; Memon, Uzma (The Lancet Global Health, 2016)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:64REGB4U 2129771:FH6LRL2Y

Using Web 2.0 technologies to enhance learning and teaching - Younie, Sarah; Williams, Lawrence; Cych, Leon (Debates in Computing and ICT Education, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:5G43XMXW 2129771:79HAU2M3 2129771:BP42BBKR
Keywords: __C:filed:1

Educational Uses of Virtual Reality Technology. - Youngblut, Christine (INSTITUTE FOR DEFENSE ANALYSES ALEXANDRIA VA, 1998)
The potential of VR technology tor supporting education is widely recognized. It has already seen practical use in an estimated 20 or more public schools and colleges, and many more have been involved in evaluation or research efforts. This document reviews current efforts that are developing, evaluating, or using VR technology in education. It builds a picture of the states of the art and practice, and reviews some of the critical questions that are being addressed. Educational uses of the technology are broadly distinguished as those where students interact with pre-developed VR applications and those where students develop their own virtual worlds in the course of researching, understanding, and demonstrating their grasp of some subject matter. Forty-three efforts in the category of pre-developed applications and another 21 efforts in the category of student virtual world development are reported in this paper. The results of 35 evaluations that have been completed on these efforts are summarized. Another 20 ongoing or planned evaluations are identified.
Section: Technical Reports KerkoCite.ItemAlsoKnownAs: 4804264:AYBVEAMA
Keywords: Final_citation; cited; existing

Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. - Yoshikawa, Hirokazu; Leyva, Diana; Snow, Catherine E.; Ernesto Treviño, M.Barata; Weiland, Christina; J, Celia (Gomez et al, 2015)
Keywords: ⛔ No DOI found

Sharma 2014 Borkum and Linden 2013 Wong - Yoshikawa (et al. 2013 Aturupane et al. 2013 Visaria et al. 2016 Ozler et al, 2015)

Analysis of the reporting of search strategies in Cochrane systematic reviews - Yoshii, Adriana; Plaut, Daphne A.; McGraw, Kathleen A.; Anderson, Margaret J.; Wellik, Kay E. (Journal of the Medical Library Association : JMLA, 2009)
Background: The Cochrane Handbook for Systematic Reviews of Interventions provides instructions for documenting a systematic review's electronic database search strategy, listing elements that should be in the description. Complete documentation of the search strategy allows readers to evaluate the search when critically appraising a review's quality. Objective: The research analyzed recently published Cochrane reviews to determine whether instructions for describing electronic database search strategies were being followed. Methods: Eighty-three new reviews added to the Cochrane Database of Systematic Reviews in the first quarter of 2006 were selected for analysis. Eighteen were subsequently excluded because their searches were conducted only in the specialized registers of Cochrane review groups. The remaining sixty-five reviews were analyzed for the seven elements of an electronic database search strategy description listed in the Cochrane Handbook, using dual review with consensus. Results: Of the 65 reviews analyzed, none included all 7 recommended elements. Four reviews (6%) included 6 elements. Thirty-two percent (21/65) included 5 or more elements, with 68% (44/65) including 4 or fewer. Three included only 2 elements. The 65 reviews represented 41 different Cochrane review groups. Conclusion: The instructions from the Cochrane Handbook for reporting search strategies are not being consistently employed by groups producing Cochrane reviews.
KerkoCite.ItemAlsoKnownAs: 10.3163/1536-5050.97.1.004 2129771:VGCPL4Z8

Exploring the dynamics of female rural-urban migration for secondary education in Ethiopia - Yorke, Louise; Gilligan, Robbie; Alemu, Eyerusalem (Compare: A Journal of Comparative and International Education, 2021)
Based on ethnographic fieldwork, we explore the rural-urban migration of 27 girls and young women who leave their rural communities and move to the city to pursue their secondary education, in the ethnically diverse Southern Region of Ethiopia. We consider the nature and extent of the inequalities that they face in rural areas which limit their education opportunities and outcomes and underpin their expected entry into marriage. We compare their experiences in their rural communities with their lives in the city, where they have greater access to resources and greater freedom and decision-making power and the opportunity to continue their secondary education, although their futures are still uncertain. Through our analysis we reveal some of the tensions between the promise of girls’ secondary education promoted at the international and national level and the lived realities of rural girls and women, many of whom are unable to realise this promise.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2021.1951665 KerkoCite.ItemAlsoKnownAs: 2129771:3GRSIMNZ 2129771:PSDUISSU
Keywords: Ethiopia; Girls’ secondary education; empowerment; female rural-urban migration; marriage

Everything You Need to Know about Ridge Vents | AMCO - Yorgason, Andrew (American Roofing Company, 2014)
A ridge vent is low profile vent that follows the entire ridge line of your roof creating fresh air to move through the attic. Check out our blog post for more.

Reviewing the evidence on how teacher professional development affects student achievement - Yoon, K.S.; Duncan, T.; Lee, S.W.-Y.; Scarloss, B.; Shapley, K. (U.S. Department of Education, Institute of Education Sciences, National Centre for Educational Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, 2007)
The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the question, What is the impact of teacher participation in professional development on student achievement? Nine studies emerged as meeting What Works Clearinghouse (WWC) evidence standards, from more than 1,300 manuscripts identified as potentially relevant. Although the number of studies that met evidence standards was small, the average overall effect size of 0.54 was observed when examined within the three content areas included in the review. The consistency of this effect size indicates that across all forms and content of PD, providing training to elementary school teachers does have a moderate effect on their students' achievement. However, because the average number of contact hours averaged almost 49 hours across the nine studies, the total contact hours must be substantial to get such an effect size. Because of the limited number of studies and the variability in the PD that was represented among the nine studies we examined, we were unable to make any conclusions about the effectiveness of specific PD programs or about the effectiveness of PD by form, content, or intensity. The following are appended: (1) Methodology; (2) Protocol for the review of research-based evidence on the effects of professional development on student achievement; (3) Key terms and definitions related to professional development; (4) List of keywords used in electronic searches; and (5) Relevant studies, listed by coding results. (Contains 3 boxes, 2 figures, 9 tables, and 3 notes.) [This report was produced for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional EducationalLaboratory Southwest administered by Edvance Research.]
033 KerkoCite.ItemAlsoKnownAs: 2129771:CTLDICFZ 261495:3GSQU63M

School Choice and the Polarization of Public Schools in A Global City: A Bourdieusian GIS Approach - Yoon, Ee-Seul; Marmureanu, Cosmin; Brown, Robert S. (Peabody Journal of Education, 2020)
Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice.
Publisher: Routledge _eprint: https://doi.org/10.1080/0161956X.2020.1776071

Thinking Critically in Space: Toward a Mixed-Methods Geospatial Approach to Education Policy Analysis - Yoon, Ee-Seul; Lubienski, Christopher (Educational Researcher, 2018)
Keywords: Lebanon_event_2021; _C:Canada CAN; _C:China CHN; _C:New Zealand NZL; _C:Russian Federation RUS; _C:United States USA; __C:filed:1; __C:scheme:1

The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review - Yin, Hongbiao; Huang, Shenghua; Chen, Gaowei (Educational Research Review, 2019)
Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development.
Keywords: Burnout; Emotional labor; Lebanon_event_2021; Meta-analysis; Satisfaction; Teacher; _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:Finland FIN; _C:Germany DEU; _C:Greece GRC; _C:Iran IRN; _C:Italy ITA; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Netherlands NLD; _C:Oman OMN; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L (Smart Learning Environments, 2020)
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
Place: Heidelberg Publisher: Springer Nature B.V. KerkoCite.ItemAlsoKnownAs: 2534378:8UNKTUGE 2534378:QAQ7MRJ3 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851
Keywords: Blended learning; Data analysis; Education; Education–Teaching Methods And Curriculum; Elementary preservice teachers; Higher education; Learning; Learning environment; Science education; Science instruction; Science methods courses; Students; Teachers; Teaching methods; __:import:01; __:match:final; __:matched; __:study_id:2095728; __finaldtb

Finding unmapped schools from space with AI - Yi, Zhuangfang NaNa (Medium, 2019)
Accurate data about schools is critical to provide quality education and promote lifelong learning, ensure equal access to opportunity…

A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts - Yeung, Kam Leung; Carpenter, Shana K.; Corral, Daniel (Educational Psychology Review, 2021)
Rapid advances in technology during the last few decades have provided a multitude of new options for teaching and learning. Although technology is being widely adopted in education, there is a shortage of research on the effects that this technology might have on student learning, and why those effects occur. We conducted a comprehensive review of the literature on various uses of digital technology in educational settings, and the effects of that technology on students’ objective learning outcomes. We interpret these effects within the context of empirical research on effective principles of learning, and the extent to which the affordances of technology permit opportunities for increased engagement with the material, retrieval practice, and spacing. Results revealed that technology is neither beneficial nor harmful for learning when used primarily as a means of presenting information (e.g., information viewed on a computer screen vs. on paper), but can be beneficial when it involves unique affordances that leverage effective learning principles. We discues these findings in light of the ever-increasing availability of technology in education, and the importance of evidence-guided criteria in decisions about adoption and implementation.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-020-09592-4 4804264:FHBBRX8L
Keywords: Classroom; Cognitive Science; Effective Learning Principles; Final_citation; Learning; Technology; cited; existing

Correlation of ambient air temperature and cognitive performance: A systematic review and meta-analysis - Yeganeh, Armin Jeddi; Reichard, Georg; McCoy, Andrew P.; Bulbul, Tanyel; Jazizadeh, Farrokh (Building and Environment, 2018)
Despite their impact on work performance, cognitive responses to thermal variations in buildings have not been accurately quantified. Practical limitations in individual laboratory experiments with limited participants often cause low statistical power and restrict generalizability. Thus, inconsistencies in individual studies motivate summary reviews and meta-analyses. The objective of this study is to estimate the correlation between ambient air temperature and cognitive performance through a systematic literature review. We identified laboratory experiment reports published between 1980 and 2018, out of which 45 passed the targeted inclusion and exclusion criteria set forward by the scope of this study. To obtain summary effect statistics, 28 reports were included in a single analysis conducted by the use of the Comprehensive Meta-Analysis software. Under laboratory conditions with fixed clothing values, studies with the weighted mean of 4.34 °C, 10.04 °C, and 26.68 °C increase in the control air temperature show about % 0.40, % 5.37, and % 7.97 reductions in cognitive performance, respectively. Heat stress causes the most significant decline in the most attention-demanding tasks. The results show an overall decline in both speed and accuracy measures due to changes in ambient air temperature. Accuracy measures and longer exposures are associated with relatively more decline in heat and cold. The estimated temperature-performance correlation follows a bell-shaped curve centered around the average control temperature. The results help inform policy and design decisions concerned with thermal comfort and upper limits for occupational exposure to cold and heat.
Keywords: Cold; Comfort; Heat; Indoor; Productivity; Work

Tackling environmental challenges in pollution controls using artificial intelligence: A review - Ye, Zhiping; Yang, Jiaqian; Zhong, Na; Tu, Xin; Jia, Jining; Wang, Jiade (Science of the Total Environment, 2020)
Publisher: Elsevier

Sustainable groundwater development in Nigeria - Yaya, A. Onugba & O. O. (Applied Groundwater Studies in Africa, 2008)
ABSTRACT: Developing groundwater is generally an excellent option for sustainable water supplies in Nigeria, despite some challenges. However, to achieve a sustainable supply, planning is required which needs hydrological and hydrogeological data as well information on water demand and general socioeconomic conditions. Data requirements include: the quantity of water required per year, intended rate of abstraction, the use of water and the amount of money available; detailed geology of area – type, extent, structure and variability of rocks, aquifer properties; rainfall & surface water sources; the cost of drilling, pumps and other materials; and potential incomes from water sales. Development of groundwater resources involves a sequential process with three phases: exploration, evaluation and exploitation. Often, groundwater supply projects concentrate on exploitation to the neglect of the evaluation phase. Groundwater supply projects can fail if this sequential development process is not followed. Adequate data cannot be available for meaningful planning if no proper evaluation is carried out before exploitation. Equally, to ensure sustainability there is need for periodic re-evaluation of demand, performance and changes in hydrological and hydrogeological conditions. The paper examines groundwater resources development and water supply programmes in Nigeria with emphasis on technical and social constraints to achieving sustainable groundwater development.
Num Pages: 12 KerkoCite.ItemAlsoKnownAs: 2129771:UV5GEC8F 2486141:2GVD9BWU

Early Occupational Aspirations and Fractured Transitions: A Study of Entry into ‘NEET’ Status in the UK - Yates, Scott; Harris, Angel; Sabates, Ricardo; Staff, Jeremy (Journal of Social Policy, 2011)
There has been significant recent research and policy interest in issues of young people's occupational aspirations, transitions to employment and the antecedents of NEET (not in employment, education or training) status. Many have argued that changes to the youth labour market over the past 30 years have led to transitions to work becoming more individualised, complex and troublesome for many, particularly those from poorer backgrounds. However, little research has examined the connection between early uncertainty or misalignment in occupational aspirations and entry into NEET status. This paper draws on the British Cohort Study to investigate these issues, and finds that young people with uncertain occupational aspirations or ones misaligned with their educational expectations are considerably more likely to become NEET by age 18. Uncertainty and misalignment are both more widespread and more detrimental for those from poorer backgrounds. These findings are discussed in the context of recent research and debates on emerging adulthood and the youth labour market.
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0047279410000656 2129771:GEK22FF2

ICT Integrations in TVET: Is it up to Expectations? - Yasak, Zurina; Alias, Maizam (Procedia - Social and Behavioral Sciences, 2015)
In today’s world where information and communication technology is playing a major role in people’s daily lives, how a student learns is dependent on how the student reacts to the sophisticated system offered by these technologies. Thus, it is not surprising that online learning is accepted as an important tool in the general education sector. However its adoption in Technical and Vocational Education and Training (TVET) is yet to reach the equivalence of the general education sector. With the availability of state of the art online learning technology, there is greater opportunity for acquiring the technology that can support TVET practices. The aim of this paper is to discuss the trend of ICT integration in teaching and learning in TVET based on a systematic review of ICT integration in post-secondary TVET. The focus is mainly on the “what’ and “how” aspects of ICT integration in TVET. The literature reviewed indicates that while ICT integration can be aimed at the learning goals in the three domains, the affective, cognitive and psychomotor domain; its effectiveness is more noted where learning goals are of the cognitive domains. More effective integration is also indicated where the blended mode is adopted as compared to the fully ICT mediated mode. Lessons learnt in light of these findings are discussed for future ICT integration in TVET.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2015.08.120 10/gf62qd 2129771:KRTUTE4V 2317526:FMVZC98R
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; ICT integration in TVET; Postsecondary Education; Review of ICT role in TVET; publicImportV1

Teaching/learning resources and academic performance in mathematics in secondary schools in Bondo District of Kenya - Yara, P.O.; Otieno, K.O. (Asian Social Science, 2010)

Accelerated learning method using edmodo to increase students' mathematical connection and self-regulated learning - Yaniawati, R. Poppy; Kartasasmita, Bana G.; Kariadinata, Rahayu; Sari, Evi (Proceedings of the 2017 International Conference on Education and Multimedia Technology - ICEMT '17, 2017)
This study aims to analyze implementation of accelerated elearning method using edmodo media to increase mathematical connection ability and self-regulated learning of students. The research method employed was mixed method research with embedded design. Subjects of the study were eleventh grade students of a vocational secondary school in Tasikmalaya, Indonesia. Research instruments used were test for mathematical connection ability, questionnaire of students’ self-regulated learning, observation and interview guidelines. Statistical analysis were t-test, mann-whitney test, and two-way anova. results of this study showed that (1) mathematical connection abillity of high and low clasification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (2) no differences were found in selfregulated learning of high and low classification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (3) a positive correlation was found between mathematical connection ability and self-regulated learning students.
KerkoCite.ItemAlsoKnownAs: 10.1145/3124116.3124128 2339240:P9KE8ZRT 4804264:BCKPGTPH
Keywords: Final_citation; cited; existing

Accelerated learning method using edmodo to increase students' mathematical connection and self-regulated learning - Yaniawati, R. Poppy; Kartasasmita, Bana G.; Kariadinata, Rahayu; Sari, Evi (Proceedings of the 2017 International Conference on Education and Multimedia Technology - ICEMT '17, 2017)
This study aims to analyze implementation of accelerated elearning method using edmodo media to increase mathematical connection ability and self-regulated learning of students. The research method employed was mixed method research with embedded design. Subjects of the study were eleventh grade students of a vocational secondary school in Tasikmalaya, Indonesia. Research instruments used were test for mathematical connection ability, questionnaire of students’ self-regulated learning, observation and interview guidelines. Statistical analysis were t-test, mann-whitney test, and two-way anova. results of this study showed that (1) mathematical connection abillity of high and low clasification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (2) no differences were found in selfregulated learning of high and low classification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (3) a positive correlation was found between mathematical connection ability and self-regulated learning students.
KerkoCite.ItemAlsoKnownAs: 10.1145/3124116.3124128 2129771:XDURBWJH 2486141:H5R6ZU56
Keywords: _AcademicRecoveryOECS

The Obstacles of Geographical Information System (GIS) Development: A Study of Teachers' Distribution in Sukabumi, Indonesia - Yani, Ahmad; Rosita, Rosita (Atlantis Press, 2016)
Geographical Information System (GIS) is an application used to process data in form of thematic maps which is arranged overlapping to produce informations needed by the user. Employing descriptive method, this study indicated that basically the GIS deve
ISSN: 2352-5428
Keywords: Lebanon_event_2021; _C:Indonesia IDN; _C:Kenya KEN; __C:filed:1; __C:scheme:1

Career challenges in construction craft training in technical vocational education and training in Ghana - Yangben, PN; Seniwoliba, JA (2014)
The study examined the challenges of the Pilot Training Centre (PTC) at the National Vocational Training Institute (NVTI) at Kokomlemle, a suburb of Accra in the training of tradesmen for the construction industry. A descriptive survey design was used for the study. The population consists of tutors, current students and past students of the PTC/NVTI and contractors within the Accra Metropolis. The sample comprised ten tutors, fifteen past students, one hundred and ten currents and ten contractors were randomly selected from the PTC and contractors. A set of questionnaire was prepared and used for collecting data for the study. The data were analyzed using the descriptive statistics from the Statistical Package for Social Scientist (SPSS 16 version).For many years, technical and vocational education in Africa has been considered as a career path for the less academically endowed. This perception has been fuelled by the low academic requirements for admission into TVET programmes and the limited prospects for further education and professional development. Worse of all, the impression is sometimes created by governments that the primary objective of the vocational education track is to keep dropouts from the basic and senior high school system off the streets, rather than project this type of training as an effective strategy to train skilled workers for the employment market. However, 84.3% of the respondents refuted the assertion and only 15.7% supported the assertion. Based on these findings on the career challenges TVET trainees face, it was recommended that training institutions should be well resourced by the collective efforts of government and all other stakeholders so that training programmes can achieve their set objectives. Training providers should liaise with those in the industry so that in-service training activities could be organized which would enrich students with the right skills for the job market. There should be a clear cut for technical students climbing the academic ladder without bottlenecks.
KerkoCite.ItemAlsoKnownAs: 2129771:3G4FCKWH 2317526:6SPWM8TL UTI-BB8248E6-3B00-36D8-B42C-02FDB191916A
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:construction; P:crafts; P:nature; Q:masters; T:Educação profissionalizante; T:TVET; T:Training; T:career; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Disclosable Restructuring Paper-Support to Implementation of the Regional Education Strategy-P158836 - Yang, Hongyu (The World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:6TVCDFAB

Temperature-dependent ventilation rates might improve perceived air quality in a demand-controlled ventilation strategy - Yang, Aileen; Holøs, Sverre B.; Resvoll, Marie Opsahl; Mysen, Mads; Fjellheim, Øystein (Building and Environment, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2021.108180 2129771:F32ZPKJT 4682641:5Y534ZQZ
Keywords: BE:RELEVANT

Decentralized Governance of Digital Platforms - Yan Chen, Jack I. Richter, Pankaj C. Patel, 2021 - Yan Chen; Jack I. Richter; Pankaj C. Patel (2020)
KerkoCite.ItemAlsoKnownAs: 4804264:ZJYE57QM
Keywords: Final_citation

Acceptance on open and distance learning method amongst special education needs teachers during movement control order - Yahaya, Nasiha Hanis (Journal of Media and Information Warfare (JMIW), 2020)
Publisher: Centre For Media And Information Warfare Studies
Keywords: ⛔ No DOI found

The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis - Xu, Zhihong; Wijekumar, Kausalai (Kay); Ramirez, Gilbert; Hu, Xueyan; Irey, Robin (British Journal of Educational Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12758 4804264:SGYRM9P7
Keywords: Final_citation; cited; existing

AI Applications in Education - Xu, Zhengyu; Wei, Yingjia; Zhang, Jinming (Artificial Intelligence for Communications and Networks, 2021)
In recent years, led by the wave of artiﬁcial intelligence, “artiﬁcial intelligence + education” has become a very hot topic. More and more traditional educational institutions have begun to organize and layout the ﬁeld of ARTIFICIAL intelligence education. Training artiﬁcial intelligence talents will become an important mission of education. Meanwhile, educational methods will change with the development of artiﬁcial intelligence, and the deep integration of artiﬁcial intelligence and education will become the development trend of the future education world. The future has come, when education and artiﬁcial intelligence meet, what kind of spark will be produced? This paper mainly discusses the application, research status and development trend of artiﬁcial intelligence in the ﬁeld of education, as well as the deep integration of artiﬁcial intelligence and education.
Series Title: Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-69066-3_29 2486141:F9PMYWSU

Educational Resource Management System Based on JSP Technology - Xu, Qin; Zhou, Zhongli; Yang, Dexiang (Educational Sciences: Theory & Practice, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:TW3ALC6D
Keywords: __C:filed:1; ⛔ No DOI found

Talent leadership strategies enhance teacher’s professional competencies in 21st century education for sustainable development - Xu, Ping; Yue, Xiaoyao (IOP Conference Series: Earth and Environmental Science, 2019)
Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1755-1315/373/1/012003 2129771:BNSNYXS8
Keywords: _C:Canada CAN; _C:Norway NOR; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Integrating service quality with system and information quality: an empirical test in the e-service context - Xu, J.; Benbasat, I.; Benbasat, I. (MIS Quarterly, 2013)
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2013/37.3.05 2129771:C48LC8G4 2486141:IDDWRC83
Keywords: _z:no_pdf

Optimal Experimental Design for Staggered Rollouts - Xiong, Ruoxuan; Athey, Susan; Imben, Guidi W.; Bayati, Mohsen (Stanford Graduate School of Business, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:H2K8PJL9
Keywords: Final_citation; cited; existing

DARWIN Series: Domain Specific Large Language Models for Natural Science - Xie, Tong; Wan, Yuwei; Huang, Wei; Yin, Zhenyu; Liu, Yixuan; Wang, Shaozhou; Linghu, Qingyuan; Kit, Chunyu; Grazian, Clara; Zhang, Wenjie; Razzak, Imran; Hoex, Bram (arXiv, 2023)
Emerging tools bring forth fresh approaches to work, and the field of natural science is no different. In natural science, traditional manual, serial, and labour-intensive work is being augmented by automated, parallel, and iterative processes driven by artificial intelligence-based experimental automation and more. To add new capabilities in natural science, enabling the acceleration and enrichment of automation of the discovery process, we present DARWIN, a series of tailored LLMs for natural science, mainly in physics, chemistry, and material science. This series relies on open-source LLM, incorporating structured and unstructured scientific knowledge from public datasets and literature. We fine-tuned the models using over 60,000 instruction data points, emphasizing factual correctness. During the fine-tuning, we introduce the Scientific Instruction Generation (SIG) model, automating instruction generation from scientific texts. This eliminates the need for manual extraction or domain-specific knowledge graphs and efficiently injects scientific knowledge into the model. We also explore multi-task training strategies, revealing interconnections between scientific tasks. DARWIN series not only achieves state-of-the-art results on various scientific tasks but also diminishes reliance on closed-source AI models. Our research showcases the ability of LLM in the scientific domain, with the overarching goal of fostering prosperity within the broader AI for science community.
arXiv:2308.13565 [cond-mat, physics:physics]
Keywords: Computer Science - Computation and Language; Condensed Matter - Materials Science; Physics - Applied Physics

Can Touchscreen Devices be Used to Facilitate Young Children’s Learning? A Meta-Analysis of Touchscreen Learning Effect - Xie, Heping; Zhou, Zongkui; Peng, Ji; Qin, Mengyuan; Huang, Xuzhe; Tian, Fei (Frontiers in psychology, 2018)
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.02580 10/gf62gn 2129771:S8FSYFJ5
Keywords: __C:filed:1

Psychometric evaluation of the self-efficacy questionnaire for children (SEQ-C): validation among Chinese children and adolescents - Xie, Han; Shlonsky, Aron; Harrigan, Susy (Current Psychology, 2022)
The Self-Efficacy Questionnaire for Children (SEQ-C) is a well-established measure of self-efficacy including three specific task demands, that is, academic self-efficacy, social self-efficacy, and emotional self-efficacy. The present study examined the applicability of the SEQ-C for measuring children’s self-efficacy in a Chinese population. The sample was comprised of 1491 students in Grade 4 to 11 (boys = 52.8%; mean age = 13.0 years) in Wuhan, Hubei Province, China. Confirmatory factor analysis (CFA) was conducted to test the factor structure of the SEQ-C. Also, bivariate correlations between SEQ-C and children’s prosocial behavior, bullying behavior and victimized experience were tested to reflect the convergent validity of the SEQ-C. The results revealed that a modified 20-item Chinese version of the SEQ-C had excellent internal consistency reliability, good construct validity, overall acceptable convergent validity and measurement invariance across gender and school level. Only minor adaptions were necessary, and the rationale for making these adjustments was based on both content and performance of the measure. In addition to the cross-cultural validation, this study has extended the age range of the target users (14 to 17 years) by confirming the suitability of the SEQ-C for age groups spanning primary and secondary school children aged between 9 and 18 years. For those working and doing research in schools, this validation study increases confidence in the use of the Chinese SEQ-C and its subscales for identifying children’s self-efficacy in specific domains and for conducting research on interventions where self-efficacy is an important predictor or outcome.

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
KerkoCite.ItemAlsoKnownAs: 10.1177/0739456X17723971 10.1177/0739456x17723971 10/gcskzk 2129771:BLTTLZBP 2129771:J8G86BNT 2249382:QJPY7PT8 2317526:3SKJWG4Q 2486141:4SIG3DBK UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

Research Guides: AI-Based Literature Review Tools: Home - Xiao, Daniel
Research Guides: AI-Based Literature Review Tools: Home
KerkoCite.ItemAlsoKnownAs: 2129771:R3WE8GH9 2405685:66BPJTIS 2486141:TRYX86YN
Keywords: _Added-ailr-2024

Urban water resource management for sustainable environment planning using artificial intelligence techniques - Xiang, Xiaojun; Li, Qiong; Khan, Shahnawaz; Khalaf, Osamah Ibrahim (Environmental Impact Assessment Review, 2021)
Publisher: Elsevier

The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond - Wyse, Adam E.; Stickney, Eric M.; Butz, David; Beckler, Amanda; Close, Catherine N. (Educational Measurement: Issues and Practice)
There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/emip.12357 KerkoCite.ItemAlsoKnownAs: 10.1111/emip.12357 2129771:5IVITW4S
Keywords: COVID-19; __C:filed:1; assessment; instruction; practice; student learning

Optimising thermostat settings in school and office buildings for thermal comfort, cognitive performance and energy efficiency - Wyon, David P.; Wargocki, Pawel (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:SP7WSIUB 4682641:RUCTJFP3
Keywords: BE:RELEVANT; ⛔ No DOI found

Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms - Wurst, Christian; Smarkola, Claudia; Gaffney, Mary Anne (Computers & Education, 2008)
Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2008.05.006 2129771:6ERLXTAR
Keywords: Computer-mediated communication; Pedagogical issues; Post-secondary education

Using Live Video Streaming in Online Tutoring: Exploring Factors Affecting Social Interaction - Wu, Man; Gao, Qin (International Journal of Human–Computer Interaction, 2020)
The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, however, about the extent to which new technology can support interactions between an instructor and a vast number of learners, as well as which factors would influence learners’ interactions with the instructor and peer learners. This study explored these questions by conducting a survey involving 189 senior high school students participating in online LVS tutoring. The results indicated that learner–instructor interaction dominated social interaction in the online tutoring environment with the current system design. This design may also contribute to the development of the perceived presence of peer learners with few direct information exchanges among peers. Social Connectedness and perceived enjoyment positively influenced learner–instructor interaction, whereas social fears and the social presence of the instructor negatively influenced learner–learner interaction.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/10447318.2019.1706288 KerkoCite.ItemAlsoKnownAs: 10.1080/10447318.2019.1706288 4804264:5WUHJDRY
Keywords: Final_citation; cited; existing

Continuing Professional Development (CPD) Framework for school leaders - Wright, Mat
Keywords: ⛔ No DOI found

Continuing Professional Development (CPD) Framework for teachers - Wright, Mat
Keywords: ⛔ No DOI found

Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis - Wright, Cream (TSC, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:7TAK5P96 2129771:L5SHN8BJ 2339240:BPP6QJJT 2405685:K3L9HBBP 2601447:KDYSFZB9 4556019:GI25ICPJ
Keywords: _C:Sierra Leone SLE

Indoor temperatures in patient waiting rooms in eight rural primary health care centers in northern South Africa and the related potential risks to human health and wellbeing - Wright, Caradee Y.; Street, Renée A.; Cele, Nokulunga; Kunene, Zamantimande; Balakrishna, Yusentha; Albers, Patricia N.; Mathee, Angela (International journal of environmental research and public health, 2017)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph14010043 2129771:JV24I2ME 4682641:PD7CA6SY
Keywords: BE:LMIC; BE:RELEVANT

Major climate change-induced risks to human health in South Africa - Wright, Caradee Y.; Kapwata, Thandi; Du Preez, David Jean; Wernecke, Bianca; Garland, Rebecca M.; Nkosi, Vusumuzi; Landman, Willem A.; Dyson, Liesl; Norval, Mary (Environmental Research, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.envres.2021.110973 2129771:7N28Q6TR 4682641:GYSLWDGI
Keywords: BE:LMIC; BE:RELEVANT

A meta-analysis of the cognitive and motivational effects of serious games. - Wouters, Pieter; Van Nimwegen, Christof; Van Oostendorp, Herre; Van Der Spek, Erik D. (Journal of Educational Psychology, 2013)
It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k = 77, N 5,547; motivation: k = 31, N 2,216). Consistent with our hypotheses, serious games were found to be more effective in terms of learning (d= 0.29, p .05) than conventional instruction methods. Additional moderator analyses on the learning effects revealed that learners in serious games learned more, relative to those taught with conventional instruction methods, when the game was supplemented with other instruction methods, when multiple training sessions were involved, and when players worked in groups.
KerkoCite.ItemAlsoKnownAs: 10.1037/a0031311 2129771:UV4GVUGT 2486141:TCTVLPLF

A meta-analysis of the cognitive and motivational effects of serious games. - Wouters, Pieter; Nimwegen, Christof van; Oostendorp, Herre van; Spek, Erik D. van der (Journal of Educational Psychology, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1037/a0031311 4804264:ABPLUB6W
Keywords: Final_citation; cited; existing

Artificial Intelligence Innovations for Multimodal Learning, Interfaces, and Analytics - Worsley, Marcelo (AI in Learning: Designing the Future, 2023)
The twenty-first century has brought with it a growing variety of authentic and engaging learning environments. While significant portions of human learning still take place in traditional classrooms, researchers and educators have innovated several learning experiences that are embodied, project-based, inquiry-driven, collaborative, and open-ended. Furthermore, there has been greater acknowledgement of the varying timescales and contexts where meaningful learning takes place, as well as greater attention to previously underappreciated competencies like creativity, self-regulation, and collaboration. This expansion in the types, contexts, and timescales of human learning necessitate novel analytic approaches. This chapter will discuss how artificial intelligence-based tools and technologies can help researchers and practitioners navigate and enact these novel approaches to learning, while also providing a meaningful lens for student reflection and inquiry. Consequently, this chapter includes discussions of (1) technologies that provide learners with a broader set of modalities to showcase their knowledge, (2) tools that offer insights within groups of students using audio/video information, and (3) analytic techniques and interfaces for helping researchers collect and analyze different types of multimodal data across contexts. The chapter will also discuss some of the ethics surrounding these types of data and analytic approaches.
Keywords: Ethics; Informal learning; Multimodal data

Audio-described educational materials: Ugandan teachers' experiences - Wormnaes, Siri; Sellaeg, Nina (British Journal of Visual Impairment, 2013)
This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)
Publisher: SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320 Extra URL: https://journals.sagepub.com/doi/10.1177/0264619613485029 KerkoCite.ItemAlsoKnownAs: 10.1177/0264619613485029 2405685:IR6UNF66 2405685:W293NXX6 2534378:JDCGUHUG 2534378:YXS3JJVS
Keywords: Access to Education; Cultural Relevance; Culturally Relevant Education; ERIC; Current Index to Journals in Education (CIJE); Educational Objectives; Foreign Countries; Higher Education; Inclusion; Instructional Materials; Interviews; Learning Processes; Postsecondary Education; Qualitative Research; Reflection; Student Teachers; Teacher Attitudes; Teacher Education; Teachers; Uganda; Video Technology; Visual Impairments; __:import:01; __:match:final; __:matched; __:study_id:2098573; __finaldtb

Breaking: DFID merged with FCO - Worley, William (Devex, 2020)
Opponents say the announcement marks the culmination of a slow-drain on DFID's influence, and worry about what it means for the future direction of U.K. aid.
KerkoCite.ItemAlsoKnownAs: 2129771:LCCJCHG9

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.
Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2129771:2EGLUVQQ 2405685:FHAMLZRG
Keywords: _C:Sierra Leone SLE

Sierra Leone population 2020 - WorldPop (2018)
RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076)
KerkoCite.ItemAlsoKnownAs: 10.5258/SOTON/WP00645 2129771:7A8E4V54 2339240:2AJ3LMLD 2405685:92787LQS
Keywords: Population distribution; Population; Dasymetric disaggregation; _C:Sierra Leone SLE

Assistive Technology in the African Region: Results of an Online Rapid Assistive Technology Capacity Survey - World Health Organization Regional Office for Africa (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:DQ2P2MG7

Defining sexual health: report of a technical consultation on sexual health, 28–31 January 2002, Geneva - World Health Organization (2006)

World Report on Disability - World Health Organisation; World Bank (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9CAKDTS5

Global Risks Report 2022 - World Economic Forum (World Economic Forum, 2022)
World Economic Forum: This year's Report, shares the results of the latest Global Risks Perception Survey (GRPS) in the context of the current global outlook, followed by an analysis of growing divergences in the areas of climate transition, cybersecurity, mobility, and outer space.
KerkoCite.ItemAlsoKnownAs: 4804264:AA3QVUGS
Keywords: Final_citation; existing

The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution - World Economic Forum (World Economic Forum, 2016)
The Fourth Industrial Revolution is interacting with other socio-economic and demographic factors to create a perfect storm of business model change in all industries, resulting in major disruptions to labour markets. New categories of jobs will emerge, partly or wholly displacing others.
KerkoCite.ItemAlsoKnownAs: 2129771:JL3VNPVJ 2486141:CDLXVGX8

The State of Global Learning Poverty: 2022 Update - World Bank; UNESCO; UNICEF; FCDO; USAID; Bill and Melinda Gates Foundation (2022)
KerkoCite.ItemAlsoKnownAs: 2486141:WI8GSWEX

The State of the Global Education Crisis: A Path to Recovery (Vol. 1): Report - World Bank; UNESCO; UNICEF (: The World Bank, UNESCO, and UNICEF, 2021)

Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) - World Bank; National Statistics Office of Mongolia (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:QW6HILCC

Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better - World Bank; Bill and Melinda Gates Foundation; FCDO; UNESCO; UNICEF; USAID (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:BF3KNNSC
Keywords: Final_citation; cited; existing

World Bank EdTech Readiness Index (ETRI) - World Bank Group (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3UHXCDJ5 4426965:SCZV2RN6

A Landscape Review of ICT for Disability-Inclusive Education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:PSCZHG46
Keywords: Final_citation; cited; existing

A Landscape Review of ICT for Disability-inclusive Education - World Bank (World Bank, 2022)
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
Accepted: 2022-03-04T16:17:23Z
Keywords: Access to Education; Access to Learning; Disability Inclusion; Edtech; Education Technology; Inclusive Education

Acting now to protect the human capital of our children - World Bank (2021)
Keywords: ⛔ No DOI found

Allô École! Using mobile technologies to connect government, teachers, and parents - World Bank (World Bank, 2017)
A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.
KerkoCite.ItemAlsoKnownAs: 2129771:8NLR2ECY 2405685:AALGLPHJ
Keywords: C: Democratic Republic of Congo

Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone - World Bank (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EERHMIDA 4556019:QB8DZSFF

Breaking old habits and adopting new ones: how to change teaching practice when change is hard - World Bank (2021)
The types of skills an effective educator hasare: being skilled in developing safe and supportive learning environments, checking for student understanding, adjusting instruction according to needs, developing socio- and emotional competences in their learners, among others.

Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? - World Bank (2020)
Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)
KerkoCite.ItemAlsoKnownAs: 2129771:W76267WA 2129771:WH8UKB5B 2339240:LB976C9V 2405685:J5BTUHXI 2405685:PXQZNUIT 2534378:DWVFIYUY
Keywords: _genre:LR-literature_review

COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings - World Bank (World Bank, 2020)
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:38IJ7HNN 2129771:6D2ZZ4U5 2129771:R78ADI92 2486141:DSHB2DPA

Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa - World Bank (The World Bank, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7348-4 2129771:57X9GLID

EdTech Toolkit for Remote Learning - World Bank (World Bank)
EdTech Toolkit for Remote Learning

Expanding Access to Early Childhood Development Using Interactive Audio Instruction - World Bank (World Bank Group, Education Development Center, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:W9G8XTC7 2339240:TVG6KMYQ

GDP per capita cCurent US$) - Sierra Leone - World Bank (World Bank Data, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:C7JAZE66 2486141:2NMYL78H
Keywords: _C:Sierra Leone SLE

GINI index (World Bank estimate) - South Africa | Data - World Bank
KerkoCite.ItemAlsoKnownAs: 2129771:2MD2MT94 2129771:P6WB56HE

Human Capital Project - October 2020 - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:X3RGDTJR 2486141:R2E2GJQ3
Keywords: ⛔ No DOI found

Improving Educational Quality through Interactive Radio Instruction - World Bank (2005)
KerkoCite.ItemAlsoKnownAs: 2129771:ZSGQ7FKV 2339240:P8RFXRRD

Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:RSRU6YLV 4556019:CI8YJ5UC

Incidence of malaria (per 1,000 population at risk) - Sierra Leone, Sub-Saharan Africa (excluding high income) | Data - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:6RCWKTSF 4556019:XR5GKQEB

Individuals using the Internet (% of population) - Bangladesh - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:7IC86YR7 7IC86YR7

Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities - World Bank (The World Bank, 2016)
This study on Assessment of mathematics education in Sub Saharan African countries is in support of the efforts to improve mathematics education in the countries of Sub-Saharan Africa (SSA). The study is in response to a growing recognition that countries in SSA will need to boost performance in the Science Technology, Engineering and Mathematics (STEM) subjects if they are to realize their full potential in a competitive global market increasingly shaped by the use of new technologies. Chapter 1 of this report lists the constituent countries of SSA and describes the study’s research questions and methods. Chapter 2 explores the economic and social arguments for making the improvement of mathematics education in the region a priority. Chapter 3 presents evidence as to current levels of numeracy and mathematical competence in the countries of SSA from a wide range of assessments. Chapter 4 looks at factors which have the potential to raise mathematical achievement indirectly by improving the quality of schooling in general. Chapter 5 considers the effectiveness of various interventions targeted specifically at improving mathematical outcomes. Chapter 6 and Chapter 7 are dedicated to issues concerning the capacities of serving teachers of mathematics and the pre-service training arrangements for those preparing to teach mathematics in schools. Chapter 8 describes assessment practices and their potential roles in improving learning outcomes. Chapter 9 gives an overview of a range of more recent initiatives designed to improve mathematics education both in SSA and beyond. Chapter 10 summarizes the study’s main findings and sets out some suggestions for overcoming barriers to progress. Finally, Appendix A sets out the findings of the in-country surveys.
EdTechHub.ItemAlsoKnownAs: 2129771:JTR523CY

OECS-Systematic-Regional-Diagnostic-P165001-1.pdf - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:XWLN5X4V

Open Data Readiness Assessment: Sierra Leone - World Bank (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:RZH9ACII 2339240:GHD8WBJM 2405685:5GLY6KEA
Keywords: _C:Sierra Leone SLE

Open Knowledge Repository - World Bank (2023)
KerkoCite.ItemAlsoKnownAs: 4804264:Q8PJ5X35
Keywords: Final_citation

Project Appraisal Document: Sierra Leone Free Education Project - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:3IHMX3GM 2486141:T9DW3TCU
Keywords: _C:Sierra Leone SLE

Project Information Document (PID): Sierra Leone Free Education Project (P167897) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:MB6GPUQR 2339240:6FWAUCW5 2405685:XAKZSJBD
Keywords: _C:Sierra Leone SLE

Project Information Document: Sierra Leone Free Education Project - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:KKB6BM39 2405685:GIC5MV46
Keywords: _C:Sierra Leone SLE

Recovering learning: from emergency response to rebuilding back better education for the future - World Bank
This is the first blog focused on the Continuous and Accelerated Learning (CAL) program financed by GPE. It provides an overview of the five workstreams led by the World Bank (EdTech, Assessment, Read@Home, Lesson Plans, and Technology for Teaching) and lessons learned so far.

Remote Formative Assessment Solutions - World Bank (World Bank)
Remote Formative Assessment Solutions

Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic - World Bank (World Bank, Washington, DC, 2020)

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:95P2UK7M 2339240:ANFH2ALH 2405685:QAFBTUE9
Keywords: _C:Sierra Leone SLE

Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) - World Bank (World Bank Group, 2020)
EdTechHub.ItemAlsoKnownAs: 2129771:VXAP45XJ

Reversing the pandemic's education losses - World Bank
When schools around the world moved online due to COVID-19, children in developing countries suffered the most. Even though digital learning does not produce the same outcomes as in-person education, technology used effectively can close educational gaps and prevent learning loss

Revitalizing Education Development in Sierra Leone (REDISL) Project - World Bank (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:GFXZQ5YD 2405685:8ISYUKP9
Keywords: _C:Sierra Leone SLE

School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 - World Bank (The World Bank, 2021)
Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2129771:MLQ2ECBX 2339240:TQTHH2MX 2405685:55GPK4S9
Keywords: _C:Sierra Leone SLE

Sierra Leone | Data - World Bank
KerkoCite.ItemAlsoKnownAs: 2129771:J2SCS26I 2339240:DW6RYJJW 2405685:EFFRSQZ4
Keywords: _C:Sierra Leone SLE

Sierra Leone: Human Capital Index - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:V6N4LNEI 2486141:XIK2MNX2
Keywords: _C:Sierra Leone SLE

Sierra Leone - Multiple Indicator Cluster Survey 2017 - World Bank (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:C6I7P6ZI 2339240:693W742X 2405685:4ULW3LMX
Keywords: _C:Sierra Leone SLE

Skills Development TVET - World Bank (World Bank)
A Regional TVET Centers of Excellence initiative is under development to support development of specialized TVET skills in the region.
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:GTNBZ4VK

Special Needs Education in Uganda: Sustainable Development Goal (SDG) #4 Concerns Quality and Inclusive Education - World Bank (World Bank, 2020)
About 16% of Ugandan children have a disability, this suggests that most children with disabilities are not able to attend school and that learners with special needs fail to transition from one educational level to another.
KerkoCite.ItemAlsoKnownAs: 2129771:4WCS6A3Q 2486141:BRHGGFCA

Teach - World Bank's Classroom Observation Tool - World Bank (World Bank, 2019)
Teach-Related Blogs
KerkoCite.ItemAlsoKnownAs: 2405685:M9DG9PS9

Teacher Management 2.0: Improving Teacher Deployment in Malawi - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:F2I5PI5L
Keywords: _C:Malawi MWI; __C:filed:1; __C:scheme:1

Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 4556019:BHQLRIPR
Keywords: _C:Sierra Leone

Technical Guidance Note: Monitoring and Evaluation for in-Service Teacher Professional Development Programs (COACH) - World Bank
KerkoCite.ItemAlsoKnownAs: 2129771:K52ICW2L 2129771:PRCDVMEK

Technology for Teaching - World Bank (World Bank)
Technology for Teaching

The Changing Nature of Work - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:UEYT2K3G 5242966:IFINR7PZ

The global education crisis – even more severe than previously estimated - World Bank
The State of the Global Education Crisis: A Path to Recovery report (produced jointly by UNESCO, UNICEF, and the World Bank), we sounded the alarm: this generation of students now risks losing $17 trillion in lifetime earnings in present value, or about 14 percent of today’s glob

The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English) - World Bank
The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English)

TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf - World Bank (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9KX2PN4H 2405685:SERJWUI6
Keywords: _COVID_DEAA-List

Understanding Multidimensional Determinants of Disability-Inclusive Education: Lessons from Rwanda, Sierra Leone, and Zambia - World Bank (World Bank, 2022)
Keywords: _C:Sierra Leone SLE

Unemployment, total (% of total labor force) (modeled ILO estimate) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:G9FGAF4F

World Bank EduTech Podcast Series - World Bank

World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty - World Bank (World Bank)
World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty

World Development Report 2018: Learning to Realize Education's Promise - World Bank (The World Bank, 2018)
World Development Report 2018: LEARNING to Realize Education’s Promise
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1 2129771:4JNLFCMC 2129771:AT9AZD4S 2129771:XSPEJLTF 2339240:VYNPXJB6 2339240:YM6MIDK7 2405685:7JNTDBCR 2405685:BF2ZWSJV 2405685:HQFK65IQ 2447227:LPNDRKVC 2534378:BKV4NR6U
Keywords: C:Low- and middle-income countries; CitedIn:PhD_Thesis; EDUCATION; EDUCATION SYSTEMS; HUMAN CAPITAL; LEARNING CRISIS; PRIMARY EDUCATION; SCHOOL MANAGEMENT; SECONDARY EDUCATION; SHARED PROSPERITY; SKILLS GAP; SOCIAL COHESION; SOCIOEMOTIONAL SKILLS

World Development Report 2019: The Changing Nature of Work - World Bank (Washington, DC: World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1328-3 2129771:233MNJP5

The Impacts of Teacher Training and Parental Engagement on Kindergarten Quality in Ghana - Woolf, Sharon; Aber, J.Lawrence; Berhman, Jere R. (Abdul Latif Jameel Poverty Action Lab (JPAL), 2021)
Keywords: ⛔ No DOI found

English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobile phones in Bangladesh - Woodward, Clare; Griffiths, Malcolm; Solly, Mike (Innovations In The Continuing Professional Development Of English Language Teachers, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PR4JTY27 2405685:VLPHGQ5H
Keywords: C:Bangladesh; _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Brazil BRA; _C:Bulgaria BGR; _C:Cameroon CMR; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Croatia HRV; _C:Czech Republic CZE; _C:Djibouti DJI; _C:Dominican Republic DOM; _C:Ethiopia ETH; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Italy ITA; _C:Japan JPN; _C:Kazakhstan KAZ; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Lithuania LTU; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE; _C:Namibia NAM; _C:Oman OMN; _C:Pakistan PAK; _C:Poland POL; _C:Romania ROU; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Ukraine UKR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Uzbekistan UZB; _C:Yemen YEM; __C:filed:1; __C:scheme:1

English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh - Woodward, Clare; Griffiths, Malcolm; Solly, Mike (Innovations In The Continuing Professional Development Of English Language Teachers, 2014)
zotzenLib.CopiedFrom: 2405685:VLPHGQ5H KerkoCite.ItemAlsoKnownAs: 2129771:SECCZTPF 2405685:VLPHGQ5H
Keywords: C:Bangladesh

New Look at Habits and the Habit-Goal Interface - Wood, Wendy; Neil, David (Psychological Review, 2007)
shortDOI: 10/dsb8bv KerkoCite.ItemAlsoKnownAs: 10.1037/0033-295X.114.4.843 10/dsb8bv 2129771:CXBU9D54 2405685:XZK2S4WM

On the job learning. New approaches will shape professional learning in the 21st century - Wood, F.H.; McQuarrie, F., Jr (Journal of Staff Development, 1999)
Place: Washington, DC
Keywords: ⛔ No DOI found

A Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector Contexts - Woo, James David; Law, Nancy Y.W. (ICT and International Learning Ecologies, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:5Y3SQXH7 5242966:939PRBRT

RAMESES II reporting standards for realist evaluations - Wong, Geoff; Westhorp, Gill; Manzano, Ana; Greenhalgh, Joanne; Jagosh, Justin; Greenhalgh, Trish (BMC Medicine, 2016)
Realist evaluation is increasingly used in health services and other fields of research and evaluation. No previous standards exist for reporting realist evaluations. This standard was developed as part of the RAMESES II project. The project’s aim is to produce initial reporting standards for realist evaluations.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12916-016-0643-1 2129771:NMZQ4N2F
Keywords: Delphi approach; Realist evaluation; Reporting guidelines

Broadening artificial intelligence education in K-12: where to start? - Wong, Gary K. W.; Ma, Xiaojuan; Dillenbourg, Pierre; Huan, John (ACM Inroads, 2020)

The Informal Apprenticeship Miracle: A Case for Mbare-Magaba Informal Industry, Zimbabwe - Wonder, M; Tenson, M (Eastern Africa Social Science Research Review, 2017)
The economic turbulences faced by Zimbabwe in the first decade of the 21st century culminated in almost total demise of the formal industry. Concomitantly, this resulted in the emergence and proliferation of the informal industry as an alternative solution. This study explored the training strategies and approaches employed in the informal manufacturing industry. The study adopted the qualitative research paradigm to collect, present and analyse data. Findings from the study point to the efficacy of the informal apprenticeship in terms of human capital development and hence this skills training approach becomes the main trajectory to economic recovery for Zimbabwe.
KerkoCite.ItemAlsoKnownAs: 10.1353/eas.2017.0008 10/gf62z9 2129771:B2Z82EGH 2317526:6MAWR5BQ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:artist; P:manufacture; P:social; T:Lehrlingsausbildung; T:apprenticeship training; publicImportV1

EDUCATION: EXPERIENCE OF MEXICO AND BRAZIL - Wolff, Laurence; Castro, Claudio de Moura; Navarro, Juan Carlos; García, Norma (Technologies for Education: Potentials, Parameters and Prospects, 2002)
KerkoCite.ItemAlsoKnownAs: 4804264:BTXNHSGS
Keywords: Final_citation; cited; existing; ⛔ No DOI found

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v4i2.209 4804264:UZX4939S
Keywords: Final_citation; cited; existing

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y
Keywords: Access to Computers; Access to Education; Attitude Measures; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Equal Education; Foreign Countries; Higher Education; India; International Programs; Large Group Instruction; Online Courses; Partnerships in Education; Postsecondary Education; Pretests Posttests; Program Implementation; Questionnaires; Surveys; Teacher Education Programs; Teacher Educators; Technology Uses in Education; United Kingdom; __:import:01; __:match:final; __:matched; __:study_id:2096064; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) - Wolfenden, Freda; Buckler, Alison Sarah Hemmings; Keraro, Fred (Journal of Interactive Media in Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2129771:A9MTZRKK 2339240:JII3H25Z 2405685:4AGBND6C 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4

Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review - Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya; Safford, Kimberly (The Open University, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:LPSSUF97 2405685:GFP5DZJS 2405685:J2QYZC4N 2534378:H6UD8JMP
Keywords: C: India; _C:India IND; __C:filed:1; __C:scheme:1