Chapter 11. Non-state TVET Providers - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843362 2129771:SPB2WZRW
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a11

Chapter 12. National Standards and Regulations - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843364 2129771:KUEBHHU8
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a12

Chapter 13. Challenges to Policy Implementation - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284066 2129771:97VB57CK
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a13

Chapter 14. Research Interests and Topics of the SCR Participants - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843368 2129771:33X2BQBP
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a14

Chapter 15. Research Networks and Capacity Building - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284067 2129771:NR27A8MA 2129771:RWKJ3VZH 2317526:K5A3S7E5
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a15

Chapter 16. Conclusion - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843372 2129771:FQNVW8J3
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a16

Front matter - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 2129771:CY9UJ8FN
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _publish; _yl:a00

Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
This report provides an in-depth overview about the research on technical and vocational education and training (TVET) in Sub-Saharan Africa, to identify gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in Sub-Saharan Africa. This report (in English) is an expanded and revised version of an earlier report, published in 2019 in German (https://lit.bibb.de/vufind/Record/DS-184013). The present report covers the research design (methodological approach) of the report; the quality and relevance of the publications found on TVET; the concept and practice of TVET; stakeholders in TVET research and their networks; topics, perspectives and current debates of TVET research; a systematic review of reliable studies on TVET in SS; models for the design, development and delivery of TVET; gender issues; key state actors; the importance of non-governmental actors in TVET; national standards, guidelines and quality frameworks; challenges that arise when implementing guidelines and political decisions; influencing institutional framework conditions; networks for research. The final chapter offers a summary and — based on this — directs our attention to possible future developments regarding TVET and TVET research. A number of appendices present additional information, such as an annotated bibliography, the full bibliography for the report, the methodology for the interviews and structured community review, and the results of the structured community review, as well as a list of additional materials for the report.
ConceptDOI: 10.5281/zenodo.3572896 PreviousDOI: 10.5281/zenodo.4264612 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4288831 2129771:6T8PJSXH 2129771:FQDQ7ANF 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF 2486141:H9THBFZU
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; Reviewed; ___duplicate_item; _bjoern_cv; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence; _yl:a

Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (updated version) - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Open Development & Education, 2020)
This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3970783 2129771:EHKG4JUL
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; Reviewed

The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa - Haßler, Björn; Hennessy, S.; Hofmann, R (Frontiers in Education, 2020)
Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.
HHH3A KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.00146 10/ghgn5x 2129771:3LI3KD7M 2129771:6KN48Q7A 2129771:9MYSJMUJ 2129771:MKKYSSHG 2129771:YRM4QXHR 2339240:A5GQ37WB 2405685:KLUBUEJY 2405685:V7S2E5AQ 2405685:VHZVRENG 2534378:M3FT5RN4
Keywords: Active Learning; Africa; Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:Zambia; Culturally responsive pedagogy (CRP); Design-based implementation research; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; Inservice Teacher Education; Interactive Pedagogy; Learner-centred pedagogy; Low Income Groups; Motivation; Open Educational Resources; Peer Teaching; Resource Allocation; Rural Schools; STC-TLC; Scaffolding (Teaching Technique); Scheduling; School leadership; Shared Resources and Services; Sustainable Development; Sustainable Development Goal (SDG) 4; Sustainable Development Goal 4; Teacher Profesisonal Development; Teacher Professional Development; Technology Uses in Education; Telecommunications; Zambia; __C:filed:1; ___working_potential_duplicate; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:b; peer-facilitation; school improvement; school-based active learning; sub-Saharan Africa

A scoping review of technology in education in LMICs - descriptive statistics and sample search results - Haßler, Björn; McIntyre, Nora; Jordan, Katy; Mitchell, Joel; Brugha, Meaghan; Martin, Kevin; Nourie, Kristi; Damani, Kalifa (EdTech Hub, 2020)
EdTechHub.Source: 2405685:CMRISZHV KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631588 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:v

Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape [ZIP Archive] (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
This is a zip archive of the InDesign Files for Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. DOI: 10.5281/zenodo.4264612. Available from https://docs.opendeved.net/lib/ZEDIHF57
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4343614 2129771:E79M555M
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _yl:ac

Data Log — Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - Haßler, Björn; Stock, Inka; Schaffer, Jens; Winkler, Enno; Kagambèga, Assèta; Haseloff, Gesine; Marsden, Melissa; Watson, Joe; Gordon, Rebecca; Damani, Kalifa; Khalayleh, Abdullah; McBurnie, Chris; et al. (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3976866 2129771:DYNH5EWU
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; Reviewed; _yl:ab

Seeking out clear and unique Information Systems Concepts: a natural language processing approach - Hassan, N.R.; Prester, J; Wagner, G. (Proceedings of the European conference on information systems (eds MLF Rowe and R El Amrani, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:GVRZZNN6 2486141:LLMN8KCG
Keywords: ⛔ No DOI found

ICT4D 3.0? Part 1—The components of an emerging “digital‐for‐development” paradigm - Heeks, Richard (The Electronic Journal of Information Systems in Developing Countries, 2020)
What has changed in the decade or so since the ideas of a new “ICT4D 2.0” phase were first mooted? This paper reviews those changes, based on a new framework model. At a foundational level, it looks at recent and current trends in digital technologies, data, processes and the implications these have for the user demographics and network structures that underpin the role of digital ICTs in international development. It then summarises some of the new building blocks of development: digital roles, digital products and digital business models. We could call what is emerging “ICT4D 3.0.” However, this paper argues that the changes are such that we could talk of a paradigmatic shift and suggests that the elements could be collated as a new “digital-for-development” paradigm. Part 2 of this paper explores the patterns of change in the economy and in politics that may be associated with this paradigm.
KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12124 2129771:W7CAGF8H

The potential and prerequisites of effective tablet integration in rural Kenya - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (British Journal of Educational Technology, 2020)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12870 2129771:ATNXRVR5
Keywords: __C:filed:1

Factors affecting the women's empowerment in disaster risk governance structure in Sri Lanka - Hemachandra, Kinkini; Amaratunga, Dilanthi; Haigh, Richard (International Journal of Disaster Risk Reduction, 2020)
Women have been disproportionately affected by natural hazards due to many reasons. Minimum representation of women in disaster decision-making has been identified as such reasons for their high vulnerabilities in disasters. Hence, women's empowerment in disaster decision-making has been proposed by researchers and many international frameworks as a strategy to address vulnerabilities. Because women's empowerment in disaster risk governance is expected to reduce their vulnerabilities and strengthen overall societal resilience to future hazards. However, limited evidence is available on how to achieve women's empowerment in disaster risk governance. Hence, this chapter aims to explore the challenges that prevent their empowerment in disaster risk governance structure as input for policy makers of Sri Lanka. Sri Lanka was selected due to its increasing risks for disasters and the status of women's empowerment within the risk governance structure. Using a semi-structured interview guideline, which was developed based on the literature review, nine semi-structured interviews were conducted with the experts in the field of the study. Interview data were analysed qualitatively to identify the challenges that limit women's empowerment in disaster risk governance structure in Sri Lanka. The identified challenges are presented in this paper with the suggestions made by experts as inputs for the policymaking process. Accordingly, twenty challenges were identified within five broad themes as legal, institutional, individual, social & cultural and nature of the job. Accordingly, three suggestions were presented to overcome the identified challenges to enhance women's empowerment in disaster risk governance structure in Sri Lanka.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijdrr.2020.101779 2129771:UJD4GMHQ 5072953:45SMR5WE 5072953:LGTBIVQK 5072953:ZGYQ5PZP
Keywords: Disaster risk governance; Disasters; Governance; Sri Lanka; Women's empowerment; _z:class:countries

Assembling iPads and mobility in two classroom settings - Hembre, Oda J.; Warth, Line Lundvoll (Technology, Knowledge and Learning, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-019-09405-w 2129771:UD95G4SM
Keywords: _C:Australia AUS; _C:Norway NOR; _C:Poland POL; _C:Singapore SGP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Math acceleration in elementary school: Access and effects on student outcomes - Hemelt, S.W.; Lenard, M.A. (Economics of Education Review, 2020)
This paper examines curricular acceleration in mathematics during elementary school using administrative data from a large, diverse school district that recently implemented a targeted, test-based acceleration policy. We first characterize access to advanced math and then estimate effects of acceleration in math on measures of short-run academic achievement as well as non-test-score measures of grit, engagement with schoolwork, future plans, and continued participation in the accelerated track. Experiences and effects of math acceleration differ markedly for girls and boys. Girls are less likely to be nominated for math acceleration and perform worse on the qualifying test, relative to boys with equivalent baseline performance. We find negative effects of acceleration on short-run retention of math knowledge for girls, but no such performance decay for boys. After initial exposure to accelerated math, girls are less likely than boys to appear in the accelerated track during late elementary school and at the start of middle school. © 2019 Elsevier Ltd
Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2019.101921 10/gg26g3 2129771:7MPSL3A4 2339240:74NZL3V7 2486141:YKA3XDS5
Keywords: Curricular acceleration; Elementary school; Gifted; I21; I24; I28; Mathematics; _AcademicRecoveryOECS; academic performance; content; curriculum; education policy; educational development; mathematics; primary education; student

IPadien opetuskäytön yhteys kolmannen luokan oppilaiden motivaatioon ja itseohjautuvuuteen käsityön opetuskokeilussa - Hemminki, Anni; Lummelahti, Miina (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:6U4HDHRN
Keywords: _C:Finland FIN; _C:Malaysia MYS; _C:Oman OMN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Examining overlap of included studies in meta-reviews: Guidance for using the corrected covered area index - Hennessy, Emily A.; Johnson, Blair T. (Research Synthesis Methods, 2020)
Overlap in meta-reviews results from the use of multiple identical primary studies in similar reviews. It is an important area for research synthesists because overlap indicates the degree to which reviews address the same or different literatures of primary research. Current guidelines to address overlap suggest that assessing and documenting the degree of overlap in primary studies, calculated via the corrected covered area (CCA) is a promising method. Yet, the CCA is a simple percentage of overlap and current guidelines do not detail ways that reviewers can use the CCA as a diagnostic tool while also comprehensively incorporating these findings into their conclusions. Furthermore, we maintain that meta-review teams must address non-independence via overlap more thoroughly than by simply estimating and reporting the CCA. Instead, we recommend and elaborate five steps to take when examining overlap, illustrating these steps through the use of an empirical example of primary study overlap in a recently conducted meta-review. This work helps to show that overlap of primary studies included in a meta-review is not necessarily a bias but often can be a benefit. We also highlight further areas of caution in this task and potential for the development of new tools to address non-independence issues.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/jrsm.1390 KerkoCite.ItemAlsoKnownAs: 10.1002/jrsm.1390 2129771:ZQXX6IN3
Keywords: citation matrix; corrected covered area; meta-review; overlap; overview

Technology in education in low-income countries: Problem analysis and focus of the Hub's work - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Eberhardt, Molly Jamieson; Sabates, Ricardo (EdTech Hub, 2020)
EdTechHub.Source: 2405685:R88UVQZ7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence

Developing chatbot for academic record monitoring in higher education institution - Heryandi, A. (IOP Conference Series: Materials Science and Engineering, 2020)
Monitoring academic records at a higher education institution is highly needed by both students and parents of students. Although the system is usually already available in the form of a web site, but it is still considered too complicated because it must involve a troublesome authentication process, especially for parents. Nowadays, chat applications have been very widely used by the community both young people and even the elderly. There are many chat applications that are widely used including WhatsApp, LINE, Telegram, and Facebook Messenger. The chat application provides an Application Programming Interface (API) service for sending or receiving messages. Therefore, the API can be used to create applications (chatbot) that will serve users in the form of chat. In this study, chatbot was built using the services of Telegram. This is because sending messages via Telegram is free. The information to be served is information about students' attendance at lectures, grades, and financial records. With this application, a college can provide facilities for students or parents of students to view academic records easily, cheaply, and can be accessed anytime. With this application, a college can provide facilities for students or parents of students to view academic records easily, cheaply, and can be accessed anytime.
Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1757-899X/879/1/012049 2129771:5ADUMIUQ 2129771:ELPYA4QL 2129771:RDCT2MJ2

Stand der Gleichstellung von Frauen und Männern in Deutschland - Hobler, Dietmar; Lott, Yvonne; Pfahl, Svenja; Buschoff, Karin (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EWIPMNQL 2317526:QX6X8SY3

The difference between emergency remote teaching and online learning - Hodges, Charles B.; Moore, Stephanie; Lockee, Barbara B.; Trust, Torrey; Bond, Mark Aaron (2020)
Publisher: Educause KerkoCite.ItemAlsoKnownAs: 4804264:7LCX2A5E
Keywords: Final_citation; ⛔ No DOI found

Digital divides in education. An analysis of the Romanian public discourse on distance and online education during the COVID-19 pandemic - Hosszu, Alexandra; Rughiniș, Cosima (Sociologie Românească, 2020)

Low Carbon Education: A Review and Bibliometric Analysis - Hudha, Muhammad Nur; Hamidah, Ida; Permanasari, Anna; Abdullah, Ade Gafar; Rachman, Indriyani; Matsumoto, Toru (European Journal of Educational Research, 2020)
The concept of low carbon education is one solution to provide knowledge to students related to low carbon behavior. The purpose of this paper is providing an extensive bibliometric literature review on 'low carbon education'. Articles found by Publishing or Perish (PoP) software with the Google Scholar database. There were 55 out of 97 articles found from Google Scholar data base ranging from 2014 to 2019 analyzed in this study. The chosen references were then managed using a referencing manager software namely Zotero. After managing the database, this study classified and visualized it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on 'low carbon education'.
Publisher: Eurasian Society of Educational Research Association
Keywords: Climate; Developing Nations; Ecology; Educational Research; Energy Conservation; Environmental Education; Foreign Countries; Pollution; Sustainable Development; Urban Areas

SPATIAL ANALYSIS OF SCHOOL USING GEOGRAPHIC INFORMATION SYSTEM (GIS) CASE STUDY AL-JIHAD SCOTER - Hussein, Aseel Mezher; Mohameed, Asifa Jasim (2020)
Geographical Information System (GIS) is one of the most important tools in urban planning for analyzing the distribution of educational services. In this study based on assessing the spatial distribution of schools (elementary and junior high) using spatial analysis, these analyzes started from collecting quantitative and spatial data through field survey using GPS, these data were processed using ArcGIS and through six analytical methods. The study found that primary and middle schools in the Jihad neighborhood have no equity in spatial distribution, and if schools are distributed regularly, then they do not need additional schools.
Keywords: ⛔ No DOI found

Teacherinabox–outside the box - Huth, Katherine (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:6MKVNURY
Keywords: __C:filed:1; ⛔ No DOI found

Bouncing forward: a resilience approach to dealing with COVID-19 and future systemic shocks - Hynes, William; Trump, Benjamin; Love, Patrick; Linkov, Igor (Environment Systems and Decisions, 2020)
Policy questions are often framed in popular discussion as situations where pulling the right levers will get the economy and society back on track after shocks and crises. This approach ignores how systems interact and how their systemic properties shape socioeconomic outcomes, leading to an over-emphasis on a limited set of characteristics, notably efficiency. We argue that this emphasis on efficiency in the operation, management and outcomes of various economic and social systems is not a conscious collective choice, but rather the response of the whole system to the incentives that individual components face. This has brought much of the world to rely upon complex, nested, and interconnected systems to deliver goods and services around the globe. While this approach has many benefits, the Covid-19 crisis shows how it has also reduced the resilience of key systems to shocks, and allowed failures to cascade from one system to others. This paper reviews the impact of COVID-19 on socioeconomic systems, discusses the notion of resilience, and provides specific recommendations on both integrating resilience analytics for recovery from the current crisis as well as on building resilient infrastructure to address future systemic challenges.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10669-020-09776-x 2129771:2AE8KJYB
Keywords: __C:filed:1

Infrapedia App - Infrapedia (Infrapedia, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9ZP8KKAM 2486141:G6YBIQQ2

Ghana RECOVR Survey Analysis - Innovations for Poverty Action (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:A8IY7D4K 2339240:MW6JRU38

Perspectives on Curriculum Design: Comparing the Spiral and the Network Models - Ireland, Jo; Mouthaan, Melissa (Research Matters, 2020)
Does one approach fit all when it comes to curriculum design? In debates on curriculum design, educators have argued that a curriculum model should take into account the differing knowledge structures of different subjects. Subjects such as maths and science are generally defined as well-structured knowledge domains, characterised by a linearity in learning objectives, and well-defined and predictable learning outcomes. Less structured subjects such as the arts and humanities could, however, benefit from models that encompass a different approach to learning. Two competing perspectives on curriculum design have emerged: the spiral model developed by Bruner in 1960, and non-linear models based on processes of learning in different knowledge domains. Research on curriculum design has tended to focus on the needs of science, technology, engineering and maths (STEM) subjects. Many alternative models to the spiral have come from arts-based disciplines, in particular visual arts. This article contributes to the ongoing debate about curriculum design in different subjects. It details the key characteristics of Bruner's spiral model, and presents the main arguments made in favour of adopting flexible and non-linear curriculum models in specific subjects. We discuss a number of alternatives to the spiral model and analyse the relative strengths and weaknesses of these different approaches. The conclusion offers a discussion of implications of our findings for further research in curriculum design.
Publisher: University of Cambridge Local Examinations Syndicate (Cambridge Assessment) KerkoCite.ItemAlsoKnownAs: 2129771:VGEIKMYB
Keywords: Curriculum Design; Mathematics Education; Medical Education; Models; Music Education; Networks; Science Education; Sequential Approach; Spiral Curriculum; ⛔ No DOI found

Attitude towards One-to-One Technology among Student Academic Achievement in Ninth Grade STEM Classes - Ishmael, Brenda Patterson (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NU2YQGJU
Keywords: _C:Austria AUT; _C:Greece GRC; _C:India IND; _C:Korea; Republic KOR; _C:Netherlands NLD; _C:Peru PER; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Child Online Protection | ITU COP Guidelines - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 4804264:R73XJMC9 4804264:YL9U7U9X
Keywords: Final_citation; anystyle; existing

Treatment Effects and the Measurement of Skills in a Prototypical Home Visiting Program. - James Heckman; Bei Liu; Mai Lu; Jin Zhou (Working Paper No. 13346, 2020)

Extending the Experience to Sub-Saharan Africa - James, Jeffrey (The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills, 2020)
The two previous chapters have been concerned with various aspects of a revolutionary new technology, that lies somewhere between a basic mobile phone and a relatively expensive smartphone. Before the advent of the new smart feature phone in India, users were required to buy smartphones in order to access the Internet. Now they are able to do so at a much lower cost. This chapter, however, deals with a different issue, namely, of whether and to what extent, the Indian experience can be replicated in other developing regions and Sub-Saharan Africa in particular. On the basis mainly of available data, I argue that the biggest obstacle to replication lies in affordability: in the price of handsets, data and incomes, Sub-Saharan Africa is at a disadvantage and with respect to device costs, a severe disadvantage. Other dimensions of replicability, however, were less clear-cut, partly because of a paucity of data. What is clear, though, is that associations between KaiOS Technologies and MTN and Orange have resulted in a strong African demand for mobile money through smart feature phones.
Keywords: India; Replication; Smart feature phones

The Smart Feature Phone Revolution in Developing Countries: Bringing the Internet to the Bottom of the Pyramid - James, Jeffrey (The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills, 2020)
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This chapter explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by low-income groups, including their demonstrated preference for uses related to entertainment rather than more traditional ‘work-related’ goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
Keywords: India; JioPhone; Mobile phone; Poverty; The Internet

Let’s face facts, the 2020 school year is lost. So what to do? - Jansen, Jonathan; Jansen, Jonathan (Times Select, 2020)
Covid-19 hasn’t caused the schooling crisis, it has just exposed how huge the inequalities in SA education are
Library Catalog: select.timeslive.co.za KerkoCite.ItemAlsoKnownAs: 2129771:6MSI9MPZ 2129771:932GRL9T

Analysis of the ICILS 2018 Results by Korean Students' Educational Experience in Computer and Information Literacy and Computational Thinking - Jeon, Seongkyun; Son, Yoonhee; Park, Sangwook (The Journal of Korean association of computer education, 2020)
Publisher: The Korean Association of Computer Education KerkoCite.ItemAlsoKnownAs: 4804264:7H9J7BC3
Keywords: Final_citation; ⛔ No DOI found

Voluntary participation and natural grouping with smartphones: an effective and practical approach to implement a quasi-experiment - Jia, Jiyou; Chen, Zhenzhen (International Journal of Mobile Learning and Organisation, 2020)
Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2129771:D3FCVK63
Keywords: __C:filed:1; ❓ Multiple DOI

Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences - Jin, Kuan-Yu; Reichert, Frank; Cagasan Jr, Louie P.; de La Torre, Jimmy; Law, Nancy (Computers & Education, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103968 2129771:AGH32P4S

Whatsapp chatbot - Jindal, Gaurang; Upadhyay, Dinesh; Jha, Ashish (EasyChair Preprint, 2020)
Keywords: ⛔ No DOI found

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

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

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

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

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

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

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

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

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

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

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

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

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

Transforming Africa into a single digital market - Kone, Lacina (https://www.broadbandcommission.org/, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:4B2I4XI5 5242966:WTPC87GQ

Using EdTech to Support Effective Data Monitoring: A Curated Resource List. - Koomar, Saalim; Blest, Harriet (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:EK3RTX6F
Keywords: Final_citation

Free Education: Origins, Achievements, and Current Situation - Kretzer, Michael M. (Quality Education, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-95870-5_93 2129771:QBSBWRCY

Projecting the potential impacts of COVID-19 school closures on academic achievement - Kuhfeld, Megan; Soland, James; Tarasawa, Beth; Johnson, Angela; Ruzek, Erik; Liu, Jing (2020)
With 55 million students in the United States out of school due to the COVID-19 pandemic, education systems are scrambling to meet the needs of schools and families, including planning how best to approach instruction in the fall given students may be farther behind than in a typical year. Yet, education leaders have little data on how much learning has been impacted by school closures. While the COVID-19 learning interruptions are unprecedented in modern times, existing research on the impacts of missing school (due to absenteeism, regular summer breaks, and school closures) on learning can nonetheless inform projections of potential learning loss due to the pandemic. In this study, we produce a series of projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year based on (a) estimates from prior literature and (b) analyses of typical summer learning patterns of five million students. Under these projections, students are likely to return in fall 2020 with approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math. However, we estimate that losing ground during the COVID-19 school closures would not be universal, with the top third of students potentially making gains in reading. Thus, in preparing for fall 2020, educators will likely need to consider ways to support students who are academically behind and further differentiate instruction.
Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 10.26300/CDRV-YW05 2129771:DVXWEXD6
Keywords: __C:filed:1

Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (Rising Academy Network, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BQT46MPC 2339240:YUCXSRDK 2405685:U7GMEU2U
Keywords: _C:Sierra Leone SLE

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:I7EV28D2
Keywords: Final_citation; cited; existing

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SG89XZMW 2339240:BRFU9F86 2405685:93KUAPNF 2405685:9APBFG2P 2405685:CXIWGJLQ 2405685:STZ89LHX 2534378:UQINHJH2
Keywords: _C:Sierra Leone SLE

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AP88Z6FH 2339240:XVKVLR6R 2405685:QV99MR4Q
Keywords: _C:Sierra Leone SLE

the case of the ‘nasty trolley’or how mobile learning and tablets are influencing emotions and affects and shaping the constitution of the identity of teachers and students - Lameu, Paula (Technology, Knowledge and learning, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-019-09411-y 2129771:I2LJU532
Keywords: __C:filed:1

Perceived air quality and cognitive performance decrease at moderately raised indoor temperatures even when clothed for comfort - Lan, Li; Xia, Lulu; Hejjo, Rihab; Wyon, David P.; Wargocki, Pawel (Indoor Air, 2020)
This study investigated whether adjusting clothing to remain in neutral thermal comfort at moderately elevated temperature is capable of avoiding negative effects on perceived acute subclinical health symptoms, comfort, and cognitive performance. Two temperatures were examined: 23°C and 27°C. Twelve subjects were able to remain thermally comfortable at both temperatures by adjusting their clothing. They rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. Their performance of several tasks was significantly worse at 27°C, and they reported increased mental load at this temperature. Skin temperature and humidity and respiration rate were higher, while blood oxygen saturation (SpO2) and pNN50 were lower at this temperature, the latter indicating increased stress. It is inferred that the observed physiological responses were mainly responsible for the negative effects on performance, as the subjects did not indicate any increased intensity of acute subclinical health symptoms although perceived air quality was worse at the higher temperature. The present results suggest that moderately elevated temperatures should be avoided even if thermal comfort can be achieved, as it may lead to reduced performance.
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12685 2129771:22S8LX8P 2129771:AV9UG7ZZ 2129771:ZYKJGVQX 4682641:6U56RJSF 4682641:NY7JHG8I
Keywords: BE:RELEVANT

Validity in design science research - Larsen, K.; Lukyanenko, R.; Muller, R. (Proceedings of the International Conference on Design Science Research in Information Systems and Technology, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-64823-7_25 2129771:AGXAIAV4 2486141:HU58U5QD

Enquête téléphonique sur la crise du Covid au Sénégal - Le Nestour, Alexis; Mbaye, Samba; Moscoviz, Laura (Center for Global Development, 2020)
Keywords: ⛔ No DOI found

Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants - Leaver, Clare; Ozier, Owen; Serneels, Pieter; Zeitlin, Andrew (2020)
Publisher: World Bank, Washington, DC
Keywords: ⛔ No DOI found

Relocating research on teacher learning: Toward pedagogically productive talk - Lefstein, Adam; Vedder-Weiss, Dana; Segal, Aliza (Educational researcher, 2020)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:2EI4QSHP 2129771:PBFVP5SK

The influence of generational differences on the integration of educational technology in higher learning institutions - Letsie, Likeleli (University of Pretoria, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:4UJF7HR4
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Kosovo XKSVO; _C:Lesotho LSO; _C:Libya LBY; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Slovenia SVN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

The design thinking toolbox: a guide to mastering the most popular and valuable innovation methods - Lewrick, Michael; Link, Patrick; Leifer, Larry J. (John Wiley & Sons, Inc, 2020)
"Encyclopedia of Design Thinking Tools explains the most important tools and methods over the Design Thinking cycle. Based on the largest international survey on the use of Design Thinking Tools and Methods, the most popular methods are described on four pages each, by an expert from the Design Thinking community. Simple instructions, expert tips, templates and images of the application make the Encyclopedia valuable reading, especially for Design Thinking beginners. It is suitable for design thinkers who want to quickly and comprehensively familiarize themselves with the tools and try out new tools. It helps readers with: selecting the right tools and finding new tools planning training/workshops on design thinking practical application tips This is an encyclopedia that is the perfect complement to the bestselling, The Design Thinking Playbook"–
KerkoCite.ItemAlsoKnownAs: 2129771:SPYR6G6T 2129771:TLH2RH47
Keywords: Creative ability in business; Creative ability in technology; Creative thinking; Problem solving; Project management; ⛔ No DOI found

The COVID-19 pandemic has changed education forever. This is how - Li, Cathy; Lalani, Farah (https://www.weforum.org/, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XFJS8M3K 5242966:6PZWIW73

Are students still learning during COVID-19? Formative assessment can provide the answer - Liberman, Julia; Levin, Victoria; Luna-Bazaldua, Diego (World Bank Blogs, 2020)
As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:JI3YPBCQ 2405685:JDX9HQKE

Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers - Lichand, Guilherme; Wolf, Sharon (SSRN Electronic Journal, 2020)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3660611 2129771:TQNGPGBX 2129771:XW8EJNWQ

Teacher Professional Development at Scale in the Global South - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Zou, Ellen Wenting; Modesto III, Justin Edward (Anticipating and Preparing for Emerging Skills and Jobs, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9C3RAH9A

Systematic Reviews on Flipped Learning in Various Education Contexts - Lo, Chung Kwan (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter shares the author's experiences of and reflections on conducting systematic reviews of flipped classroom research. The author first discusses the rationale for conducting systematic reviews and how the reviews contribute to the flipped learning field. After that, he lighlights some possible strategies, regarding literature search, article selection, and research synthesis, to improve the quality of systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_8 2129771:BZZ9R2S2

The right to education and ict during covid-19: An international perspective - Lorente, Luis Miguel Lázaro; Arrabal, Ana Ancheta; Pulido-Montes, Cristina (Sustainability, 2020)
Publisher: Multidisciplinary Digital Publishing Institute

The State of Ceará in Brazil is a Role Model for Reducing Learning Poverty - Loureiro, Andre; Cruz, Louisee; Lautharte, Ildo; Evans, David K. (World Bank, 2020)

A journey to BSO: evaluating earlier and more recent ideas of Mario Bunge as a foundation for information and software development - Lukyanenko, R. (Exploring Modeling Methods for Systems Analysis and Development, 2020)
Place: Grenoble, France KerkoCite.ItemAlsoKnownAs: 2129771:YVR2RG9H 2486141:5K2TZXSR
Keywords: ⛔ No DOI found

Research perspectives: design theory indeterminacy: what Is it, how can it be reduced, and why did the polar bear drown? - Lukyanenko, R.; Parsons, J. (Journal of the Association for Information Systems, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00639 2129771:KTZMWRQF 2486141:UYBWU6MZ
Keywords: _z:no_pdf

Continuous Teacher Learning Circles in Learner-Centered Pedagogy: A Case Study in the Democratic Republic of the Congo - Lund, Jennifer Anne (2020)
This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus & Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings.
KerkoCite.ItemAlsoKnownAs: 2129771:HKKSKFMH
Keywords: _C:Algeria DZA; _C:Angola AGO; _C:Azerbaijan AZE; _C:Belgium BEL; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Greece GRC; _C:Guinea GIN; _C:Italy ITA; _C:Japan JPN; _C:Malawi MWI; _C:Mali MLI; _C:Mexico MEX; _C:Namibia NAM; _C:Pakistan PAK; _C:Rwanda RWA; _C:Serbia SRB; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (Zenodo, 2020)

Computational thinking in higher education: A review of the literature - Lyon, Joseph A.; J. Magana, Alejandra (Computer Applications in Engineering Education, 2020)
Computational thinking is of growing interest to the science, technology, engineering, and mathematics (STEM) education research community. Calls from national agencies look to increase computation in STEM education. This review identifies key areas for future study by reviewing recent empirical studies that investigate computational thinking in teaching and learning contexts within higher education. Using a systematic process, this review identified four different databases for peer-reviewed research articles using keywords. Results were evaluated against inclusion and exclusion criteria. Studies were analyzed for types of methods, target population, the role of computational thinking, pedagogical designs used, and significant findings of the study. This process resulted in a final set of 13 studies. The results indicate that computational thinking research in higher education is growing, yet there are opportunities for more research. The findings of this study highlight the need for more concrete definitions and implementations of computational thinking within higher education spaces.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cae.22295
Keywords: STEM education; computational thinking; higher education

Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers - MacEntee, Katie (Sex Education: Sexuality, Society and Learning, 2020)
This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/14681811.2019.1661833 2534378:2R8BXPSR 2534378:EMFZWYAL 2534378:TQ38MU35 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396852077?accountid=9851
Keywords: Acquired Immunodeficiency Syndrome (AIDS); Children And Youth - About; Disadvantaged Schools; ERIC; Current Index to Journals in Education (CIJE); Educational Resources; Foreign Countries; HIV; Health Education; Higher Education; Media Selection; Photography; Postsecondary Education; Preservice Teachers; Rural Schools; Secondary Education; Secondary School Students; Sex Education; South Africa; Story Telling; Student Attitudes; Teacher Attitudes; Teaching Methods; Visual Aids; __:import:01; __:match:final; __:matched; __:study_id:2096729; __finaldtb; participatory visual methodology; rural education; sexual health education

Education Workforce Costed Options Paper - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BSJCUVG2
Keywords: _C:Sierra Leone SLE; __C:filed:1; __C:scheme:1

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2U4XHCEW 2129771:4JVXKYSH 2129771:8GWCPEXT 2129771:C4BFMJUQ 2339240:28FQ3DS8 2405685:QEWLRFDX 2601447:YEE5ED32
Keywords: _C:Australia AUS; _C:Chile CHL; _C:China CHN; _C:Eritrea ERI; _C:France FRA; _C:Gambia GMB; _C:Iceland ISL; _C:India IND; _C:Italy ITA; _C:Kenya KEN; _C:Lebanon LBN; _C:Lesotho LSO; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Nigeria NGA; _C:Pakistan PAK; _C:Senegal SEN; _C:Sierra Leone SLE; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:IV26KZP6 2601447:YEE5ED32 4556019:CKJFZ4XX
Keywords: _yl:d

Education Workforce Recruitment and Matching in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:CW55SAM3 2129771:SLC5ADTU 2339240:8YVNU64V 2405685:KZBP674C
Keywords: _C:Bangladesh BGD; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Malawi MWI; _C:Mexico MEX; _C:Sierra Leone SLE; _C:Tanzania TZA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Recruitment and Matching in Sierra Leone - Mackintosh, Alasdair; Ramírez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2JR2FXVK 4556019:S8AD6237
Keywords: _yl:b; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Workforce Initiative, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:352YTJXA 2129771:B6HL4K8H 2129771:IDUHPLI9 2129771:KY2Y4AEB 2129771:PDLNHLL4 2129771:RZJA4ZWV 2339240:Q42KZNBD 2339240:V7GZZAMR 2405685:2HRVB9KF 2405685:B5LNLGZL 2405685:FS263PV6 2486141:JNVMUL8V 2601447:VTLIFB9A 4042040:ZQNXW7RV
Keywords: _C:India IND; _C:Sierra Leone SLE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XF3I7T7Y 4556019:S386467K
Keywords: _yl:a; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TX9AQNGV 2486141:LT3RDHM5

Education Workforce Supply and Needs in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Workforce Initiative, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:23HCCGWI 2129771:6QUWDNYH 2129771:8MNC2N4I 2129771:NVEG4QQ7 2129771:X4L45EA5 2339240:2KB28MDX 2405685:52ZGRDGR 2405685:8MIWRFD2 2486141:SXAGH5JI 2601447:ZQXDP3AD 4556019:J9ZYVZC6
Keywords: _C:Canada CAN; _C:Chile CHL; _C:Finland FIN; _C:Ghana GHA; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Nigeria NGA; _C:Peru PER; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; _yl:c; ⛔ No DOI found

Education Workforce Supply and Needs in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:W6L9HMLM 2486141:Z5XKF8WG

Girls' education and COVID-19 in Pakistan - Malala Fund (Malala Fund, 2020)
In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.
KerkoCite.ItemAlsoKnownAs: 2339240:DG6S3PKT 2405685:AYKYWR8J

National Education Sector Investment Plan 2020-2030 - Malawi Ministry of Education (2020)

Predicting global patterns of long-term climate change from short-term simulations using machine learning - Mansfield, Laura A.; Nowack, Peer J.; Kasoar, Matt; Everitt, Richard G.; Collins, William J.; Voulgarakis, Apostolos (npj Climate and Atmospheric Science, 2020)
Publisher: Nature Publishing Group UK London

Telehealth in an Increasingly Virtual World - Martinelli, Katherine; Cohen, Yakira; Kimball, Harry; Sheldon-Dean, Hannah (Child Mind Institute, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2R9N77MY 2486141:4BRTWYB2

Catering for Diversity in Psychosocial and Learning Needs in a Low-Income Country - Mason, Miriam; Galloway, David; Joyce-Gibbons, Andrew (Diversifying Learner Experience: A kaleidoscope of instructional approaches and strategies, 2020)
This chapter reviews the work of three largely residential schools run by EducAid, a small NGO in Sierra Leone. Thousands of children had missed out on schooling following the rebel war (1991–2002). Marginalised children included child soldiers, children whose parents had died in the fighting and children returning from refugee camps. The post-conflict context was one in which many students had been exposed to violence, trauma and tragedy. The challenge was to provide a loving, learning community with appropriate teaching and learning methods for a wide range of ages, educational experience, competence and confidence. Some students have missed years of schooling, but others arrive at EducAid having missed little or none of their education. Consequently, some teenagers are illiterate on admission, with attainments below those of much younger children. EducAid, therefore, devised a personalised learning system that encourages children to take responsibility for their own learning, and to learn with and from peers, supported by teachers. Progression depends on reaching a specified standard in each module. The purpose-written modules cover the content of the national exams but provide opportunities for students to interact with each other in ways that challenge their previous negative and violent experiences. In other words, catering for diversity in learning can not be carried out independently of diversity in psychosocial experiences.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-9861-6_11 4869029:Y5AL5U74
Keywords: Low-income country; Marginalised children; Non-government organisation; Personalised learning

School closure, COVID-19 and lunch programme: Unprecedented undernutrition crisis in low-middle income countries - Mayurasakorn, Korapat; Pinsawas, Bonggochpass; Mongkolsucharitkul, Pichanun; Sranacharoenpong, Kitti; Damapong, Sa-nga (Journal of Paediatrics and Child Health, 2020)
The coronavirus disease 2019 pandemic has affected nearly 70% of children and teenagers around the world due to school closure policies. School closure is implemented widely in order to prevent viral transmission and its impact on the broader community, based on preliminary recommendations and evidence from influenza. However, there is debate with regard to the effectiveness of school closures. Growing evidence suggests that a child's SARS-CoV-2 infection is often mild or asymptomatic and that children may not be major SARS-CoV-2 transmitters; thus, it is questionable if school closures prevent transmission significantly. This question is important as a majority of children in low- and middle-income countries depend on free school meals; unexpected long-term school closure may adversely impact nutrition and educational outcomes. Food insecurity is expected to be higher during the pandemic. In this viewpoint, we argue for a more thorough exploration of potential adverse impacts of school closures in low- and middle-income countries and recommend actions to ensure that the health and learning needs of vulnerable populations are met in this time of crisis.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jpc.15018 KerkoCite.ItemAlsoKnownAs: 10.1111/jpc.15018 2129771:UEMIK445
Keywords: __C:filed:1

The impact of COVID-19 measures on children with disabilities and their families in Uganda - Mbazzi, Femke Bannink; Nalugya, Ruth; Kawesa, Elizabeth; Nimusiima, Claire; King, Rachel; Van Hove, Geert; Seeley, Janet (Disability & Society, 2020)
Publisher: Taylor & Francis
Keywords: ⛔ No DOI found

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have …
Library Catalog: opendeved.net Section: blog KerkoCite.ItemAlsoKnownAs: 2129771:47UH82JI 47UH82JI
Keywords: Author:OpenDevEd

Digital transformation in education: A mixed methods study of teachers and systems - McCarthy, Aidan (Murdoch University, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YRGITEBS
Keywords: _C:Australia AUS; _C:Finland FIN; _C:Malaysia MYS; _C:Myanmar MMR; _C:New Zealand NZL; _C:Singapore SGP; _C:Spain ESP; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Vocational education and training for African development: a literature review - McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila (Journal of Vocational Education & Training, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:E8GI9GPU 2486141:IMADTBDE

The Effect of Technology-mediated Reading Comprehension Tasks on Autonomy and Metacognitive Strategy Use by Iranian EFL Intermediate Learners - Mehri Ghahfarokhi, Marzieh; Tavakoli, Mansoor (Journal of Modern Research in English Language Studies, 2020)
Publisher: Imam Khomeini International University KerkoCite.ItemAlsoKnownAs: 2129771:M2ANPNEQ
Keywords: _C:Canada CAN; _C:China CHN; _C:Iran IRN; _C:Turkey TUR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

COVID-19 Education Emergency Response Plan - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TK93PBJQ 2405685:XV46GE39

EMIS | Education Management Information System - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
Library Catalog: mbsse.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:VHB75LAY 2405685:WDHKTX4J

Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M45ESUCB 2405685:Y7RFFB9I
Keywords: _C:Sierra Leone SLE

Ministry of Information and Communications | Home - Ministry of Information and Communications (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KJ4CSE7U 2405685:MV5RWXEF

Education in Emergencies: A Rapid Evidence Review - Mitchell, Joel; Ashlee, Amy; Clericetti, Giulia; Gladwell, Jessica; Torrance, Rebecca (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:ZS3E4JTC
Keywords: Final_citation; cited; existing

African education research: patterns in publishing and collaboration - Mitchell, Rafael (2020)
Keywords: ⛔ No DOI found

Transforming Education for Sustainable Futures in Africa: Researching education, poverty and sustainability in the context of Covid-19 - Mitchell, Rafael; Kaya, Hassan O.; Kulundu-Bolus, Injairu; Tusiime, Michael (2020)
Keywords: ⛔ No DOI found

Education research in sub-Saharan Africa: Quality, visibility, and agendas - Mitchell, Rafael; Rose, Pauline; Asare, Samuel (Comparative Education Review, 2020)
Publisher: The University of Chicago Press Chicago, IL

COVIBOOK - Molina Cruz, Manuela (n.p., 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J7PVQ4TP 2486141:YFHMQ797

Accelerated Middle School Programs: Preliminary Indicators of Long-Term Academic Benefits for Over-age Youth - Mollette, M.; Villa, B.; Cate, D. (Journal of Education for Students Placed at Risk, 2020)
According to the National Center for Education Statistics, dropping out is a persistent problem among 15- to 24-year-olds. Researchers have noted school districts that have been able to improve graduation rates have often done so through the “development of innovative models and pathways that help young people get back on track to graduation” One such innovative model, an accelerated middle school intervention, is currently implemented across five middle schools in a large southeastern school district. The program targets students at-risk for dropping out based on characteristics such as age, mobility, poverty and previous retention in grade and allows them to complete both 8th and 9th grade requirements within one school year. To date, about 88% of students who completed the intervention during their last year of middle school were able to transition to high school as 10th grade students. This study presents findings from the students who completed this intervention between 2011–12 and 2015–16, representing the first five years the program was in existence. A quasi-experimental design is used to analyze outcomes related to attendance, course completion and graduation. Results indicate that students who complete the intervention are 34% more likely to graduate high school than the matched comparison group. However, no significant differences existed in student attendance rates while in high school. The findings indicate this program has the potential to improve graduation rates for students at-risk of dropping out provided the intervention occurs early enough in their academic career. © 2020, © 2020 Taylor & Francis Group, LLC.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/10824669.2020.1757453 2129771:LQJGM2ZT 2339240:QRYQUHL6 2486141:GIXHKTDU
Keywords: Marginalised; _AcademicRecoveryOECS

Social Studies Curriculum at the Crossroads: Implementation of the Secondary School Social Studies Curriculum in Chingola District of Zambia - Moobola, Larry; Mulenga, Innocent Mutale (European Journal of Education Studies, 2020)
Keywords: ⛔ No DOI found

Collective impacts on a global education emergency: The power of network response - Moriarty, Kate (Prospects, 2020)
Publisher: Springer

Professional Development for Primary School Teachers in Cameroon: Is the Cascade PD Model Effective? - Moulakdi, André; Bouchamma, Yamina (Creative Education, 2020)
Teacher professional development (TPD), a constant concern on the minds of education leaders, is conducted in various ways in education systems around the world. Using Guskey’s professional development assessment model, we evaluated a cascade model of teacher professional development in Cameroon’s primary education system by examining the responses of the teachers who experienced these activities. Our findings indicate that the professional growth activities undertaken in cascade format, particularly professional development (PD) days, teacher evaluations, demonstration and group lessons did not adequately address the teachers’ training needs and expectations and this because this model of training is not suitable to improve teaching practices in the context.

A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic - Mseleku, Zethembe (2020)
The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic.

Rethinking quality assurance in curriculum development and implementation for higher education in Africa. - Mulenga, Innocent Mutale (2020)

Teacher education versus teacher training: epistemic practices and appropriate application of both terminologies. - Mulenga, Innocent Mutale (2020)
Publisher: Journal of Lexicography and Terminology
Keywords: ⛔ No DOI found

Appropriateness and adequacy of teaching and learning resources and students’ industrial attachment in public colleges of technical and vocational education in Zambia. - Mulenga, Innocent Mutale; Chileshe, Edward King (2020)
Publisher: East African Journal of Education and Social Sciences

School based restorative practices as alternative to punitive practices in influencing positive behaviour in deviant pupils in Zambia. - Muleya, Gistered; Kapembwa, Ruth; Simuyaba, Eunifridah; Njobvu, Tommy; Simui, Francis (2020)
Publisher: International Journal of Education and Research Vol. 8 No. 12
Keywords: ⛔ No DOI found

Curriculum Reform and Building Back Better - Mullan, Joel; Chuang, Rachel (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:4WIFI3RX

The Use of Active Teaching Pedagogical Approaches in Teaching Civic Education in Secondary Schools in Kasama and Luwingu District of Zambia - Musonda, Chewe; Masaiti, Gift; Mwila, Kennedy; Njobvu, Tommie (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

A Comparative Analysis of the Perceptions of Primary and Secondary School Teachers of Lesson Observation by Education Standards Officers in Zambia - Muzata, Kenneth Kapalu; Banja, Madalitso Khulupilika; Mulenga, Innocent Mutale; Njobvu, Tommie (Zambia Interdisciplinary Journal of Education (ZIJE) Online-ISSN 2710-0715, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:35PGW85A 2129771:PXEA7M4Y
Keywords: ⛔ No DOI found

Teacher collaboration in curriculum design teams: prospects and challenges in the Zambian education system - Mwanza, Christine; Changwe, Robert (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

Implementation of the Free Education Policy in Primary Schools in Kafue District: Is It a Compromise on Quality of Education in Zambia? - Mwanza, Christine; Silukuni, Darious (European Journal of Education Studies, 2020)

Article processing charges are stalling the progress of African researchers: a call for urgent reforms - Nabyonga-Orem, Juliet; Asamani, James Avoka; Nyirenda, Thomas; Abimbola, Seye (BMJ Global Health, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003650 2129771:PTXPBVSN

An Introduction to Adaptive Interventions and SMART Designs in Education - Nahum-Shani, Inbal; Almirall, Daniel; Buckley, Jacquelyn (2020)
Education practice often requires teachers and other school personnel to adapt interventions over time in order to address between-student heterogeneity in response to intervention (e.g., what works for one student may not work for the other) or within-student heterogeneity (e.g., what works now may not work in the future for the same student). An adaptive intervention allows education practitioners to do this in a prespecified, systematic, and replicable way through a sequence of decision rules that guides whether, how, and when to modify interventions. In an adaptive intervention, the practitioner modifies the dosage or type of intervention, or the mode of delivery to meet the unique and changing needs of students as they progress over time. The sequential, multiple assignment, randomized trial (SMART) is one type of multistage, experimental design that can help education researchers build high-quality adaptive interventions. Despite the critical role adaptive interventions can play in various domains of education, research about adaptive interventions and about the use of SMART designs to develop effective adaptive interventions in education is in its infancy. This paper defines an adaptive intervention and reviews the components of this design, discusses the key features of the SMART, and introduces common research questions for which SMARTs may be appropriate.
KerkoCite.ItemAlsoKnownAs: 4804264:V2SF9P8S 4804264:Y9JLDGWH
Keywords: Final_citation; existing; ⛔ No DOI found

Caring for children with neurodevelopmental disability: Experiences from caretakers and health workers in rural eastern Uganda - Namazzi, Gertrude; Hanson, Claudia; Nalwadda, Christine; Tetui, Moses; Nampijja, Margaret; Waiswa, Peter; Tumwine, James K.; Hildenwall, Helena (Plos one, 2020)
Publisher: Public Library of Science San Francisco, CA USA

Mobile Technology in a Transnational Project: The Experiences of Teacher Educators and Teachers - Naylor, Amanda; Gibbs, Janet; Igland, Anbjorg; Armundson, Monica (Transforming Teacher Education with Mobile Technologies, 2020)
Publisher: Bloomsbury Academic KerkoCite.ItemAlsoKnownAs: 10.5040/9781350095663.ch-004 2129771:QNQ9XRPS
Keywords: __C:filed:1

Recommendations for the safe opening of schools for the 2020-2021 school year - COVID-19 SMART - NEMO (Ministry of National Security, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:LFMAEMQB 2486141:HCAHLGIU

Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Chapter] - Newman, Mark; Gough, David (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter explores the processes of reviewing literature as a research method. The logic of the family of research approaches called systematic review is analysed and the variation in techniques used in the different approaches explored using examples from existing reviews. The key distinctions between aggregative and configurative approaches are illustrated and the chapter signposts further reading on key issues in the systematic review process.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_1 2129771:Z8JQALXV

Teaching Systematic Review - Nind, Melanie (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter is about teaching systematic review; it is not, however, the product of a systematic review. It combines and builds on insights from two sets of research experiences: being taught about how to conduct systematic reviews ahead of doing this myself, and more recently, conducting study of the Pedagogy of Methodological Learning for the National Centre for Research Methods in the UK. The latter engaged teachers and learners in the process of building capability and capacity in the co-construction of understandings of what is important in teaching and learning advanced social science research methods, including systematic review. The chapter advocates teaching systematic review in ways that support critical thinking, utilising deep knowledge of the method and a willingness to be reflexive and open about its messy realities.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_4 2129771:IKZS24WN

Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda - Nishant, Rohit; Kennedy, Mike; Corbett, Jacqueline (International Journal of Information Management, 2020)
Publisher: Elsevier

Revisiting global development frameworks and research on universal basic education in Ghana and Sub-Saharan Africa: a review of evidence and gaps for future research - Nkrumah, Rodney Buadi; Sinha, Vandna (Review of Education, 2020)
The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country’s progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children’s experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rev3.3205 KerkoCite.ItemAlsoKnownAs: 2129771:99MRV98A 2129771:Y88MBEGZ
Keywords: Ghana; Sub-Saharan Africa; educational expansion; global development frameworks; universal basic education

COVID-19 employment stress and child vulnerability.pdf - Noble, K.; Hurley, P.; Macklin, S. (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:UKRZ8FUV

Thermal and visual comfort of schoolchildren in air-conditioned classrooms in hot and humid climates - Noda, Lumy; Lima, Amanda VP; Souza, Jullyanne F.; Leder, Solange; Quirino, Luana M. (Building and Environment, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2020.107156 2129771:QJ7T644R 4682641:KNT9RTF7
Keywords: BE:RELEVANT

Availability and usage of information communication technology facilities in secondary schools in Zambia - Nsama, Peggy; Masaiti, Gift; Akakandelwa, Akakandelwa (Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864), 2020)
Keywords: ⛔ No DOI found

Cover Note for COVID-19 Accelerated Funding Request - OECS (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XFQST9JR

OECS Education Sector Response and Recovery Strategy to COVID-19 - OECS (Organisation of Eastern Caribbean States, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2Z78XQSJ 2129771:WQSFDH5Q 2486141:9AHRMFB3

Financing Education in Africa through Diaspora Bonds - Olanrewaju, Gideon Seun; Olaniran, Sunday Olawale (African Journal of Development Studies, 2020)
Publisher: Adonis & Abbey Publishers Ltd
Keywords: ⛔ No DOI found

Orange Education Portal - Orange Sierra Leone (2020)
Library Catalog: www.orange.sl KerkoCite.ItemAlsoKnownAs: 2129771:STMA8EXT 2405685:YV3WDQAQ

Disability, computer and school data in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:HB6V2YBU 2339240:NX2DISED 2405685:4C2J8V4D

Applying Behavioural Insights in EdTech - An incomplete guide - Owen, Hannah; Chadeesingh, Lal; Arnold, Brian (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SS4F292P

International Common Assessment of Numeracy. Background, Features and Large-scale Implementation - PAL Network (2020)

Student participation in private supplementary education: A comparative analysis of Japan, Korea, Shanghai, and the USA - Park, H.; Lim, Y. (Chinese Journal of Sociology, 2020)
Private supplementary education, which refers to private lessons and learning outside of formal schooling purchased by families, has been widely practiced in East Asia. Its demand has grown even beyond East Asia, however, as educational competition for social mobility has intensified in many parts of the world. This global trend makes it important to determine who has greater access to private supplementary education and address the implications of the differential access for educational inequality. The current study compares how family socioeconomic status (SES) and students’ prior academic performance are related to their participation in private supplementary education in three East Asian societies—Japan, Korea, and Shanghai (China)—and the USA. Private supplementary education has existed on a substantial scale in Japan and Korea. The public and scholars have increased their concerns regarding the growing prevalence of private supplementary education in China. Although it has not been a major educational strategy, the demand for private supplementary education is rising in the USA as well, which can offer a useful insight into the global application of private supplementary education in contemporary educational systems. The focused comparisons across a small number of societies allow analyses of detailed patterns in each society in comparative perspective, thus moving beyond both single-country research and large-scale cross-national studies. The data for the current study come from 15-year-old students who participated in an international survey of student achievement, Programme for International Student Assessment (PISA) 2012. With a clearly defined measure of private supplementary education, PISA 2012 provides an exceptional opportunity for comparison. Drawing on data for 15-year-old students in four societies from PISA 2012, the linear probability models highlight heterogeneity among three East Asian societies. Japan is distinctive from Korea and Shanghai in terms of the influences of family SES on student participation in private supplementary education. Once school-fixed effects are taken into account, the strength of the relationship between family SES and private supplementary education in Japan is similar to the strength in the USA, which is weaker than the strength in Korea and Shanghai. Japan and the USA are also similar in that family structure is not significantly associated with private supplementary education, while students in non-two-parent families are significantly less likely to receive private supplementary education in Korea and Shanghai. The school-fixed-effects models also show that the within-school relationship between students’ prior academic performance and their participation in private supplementary education is generally negative. Japan, Shanghai, and the USA show a significantly negative relationship, while only Korea shows no significant relationship. Future research directions are suggested in the conclusion. © The Author(s) 2020.
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/2057150X20916011 2129771:594JDC7P 2339240:YXRZRQFL 2486141:5SUGACY5
Keywords: Children; East Asia; Supplementary Education; _AcademicRecoveryOECS; education; inequality; stratification

Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic - Pather, Nalini; Blyth, Phil; Chapman, Jamie A.; Dayal, Manisha R.; Flack, Natasha A. M. S.; Fogg, Quentin A.; Green, Rodney A.; Hulme, Anneliese K.; Johnson, Ian P.; Meyer, Amanda J.; Morley, John W.; Shortland, Peter J.; et al. (Anatomical Sciences Education, 2020)
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.
_eprint: https://anatomypubs.onlinelibrary.wiley.com/doi/pdf/10.1002/ase.1968 KerkoCite.ItemAlsoKnownAs: 10.1002/ase.1968 2129771:N2RPJFNX
Keywords: Australia; Covid-19 pandemic; New Zealand; __C:filed:1; active learning; gross anatomy education; medical education; online delivery; online practical anatomy; reflective practices; remote learning; student well-being; workload

Tools, tactics and methods to harness the power of people, data and technology to solve global challenges - Peach, Kathy; Berditchevskaia, Aleks; Bass, Theo (Nesta, 2020)
zotzenLib.CopiedFrom: 2486141:8YRL57ZZ KerkoCite.ItemAlsoKnownAs: 2129771:X6EB94IW 2486141:8YRL57ZZ

Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling - Pensiero, Nicola; Kelly, Anthony; Bokhove, Christian (University of Southampton, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5258/SOTON/P0025 2129771:RHBUIBUX

Rediscovering the use of chatbots in education: A systematic literature review - Pérez, José Quiroga; Daradoumis, Thanasis; Puig, Joan Manuel Marquès (Computer Applications in Engineering Education, 2020)
Publisher: Wiley Online Library

Teacher transfers from primary schools in Chama district of Zambia: Causes of the massive teacher exodus and its effects on learner’s academic performance - Phiri, Donald; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

Jika iMfundo: a South African study of ‘turning education around’through improved curriculum coverage - Pillay, Venitha (Professional Development in Education, 2020)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2018.1550101 2129771:BVYHJ2A6 2129771:NX2LQYTG
Keywords: _C:Australia AUS; _C:Cameroon CMR; _C:Ethiopia ETH; _C:South Africa ZAF; _C:Tanzania TZA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue - Pincus, Robert; Hannor-Walker, TeShaunda; Wright, Leonis S; Justice, Judith (NASSP Bulletin, 2020)
The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.
KerkoCite.ItemAlsoKnownAs: 10.1177/0192636520975866 2129771:477JIWFM 2486141:CIJISDGW

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

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

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

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

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

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

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

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

Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look - Reich, Justin; Buttimer, Christopher J.; Fang, Alison; Hillaire, Garron; Hirsch, Kelley; Larke, Laura R.; Littenberg-Tobias, Joshua; Moussapour, Roya Madoff; Napier, Alyssa; Thompson, Meredith (2020)
Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 10.35542/osf.io/437e2 4804264:IMAKAF2A
Keywords: Final_citation

What Is Global Education and Why Does It Matter? - Reimers, Fernando M. (Educating Students to Improve the World, 2020)
Series Title: SpringerBriefs in Education KerkoCite.ItemAlsoKnownAs: 2129771:8BVNL3AM 2129771:RWSI3255

Using educational transitions to estimate learning loss due to Covid-19 school closures - Ricardo, Sabates; Carter, Emma; Stern, Jonathan (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BSI5VXJ8 2405685:HDX7BXC3
Keywords: _COVID_DEAA-List

Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises - Richmond, Simon (Education Development Center, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2E2H28DW 2339240:KCF8ZXBF

Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria - Ricoy, María-Carmen; Sánchez-Martínez, Cristina (Revista Española de Pedagogía, 2020)
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.22550/REP78-2-2020-04 2129771:CBRGQYTN
Keywords: _C:Croatia HRV; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Data Visualisations: Estimating COVID-19 related learning losses and effects of mitigation | RISE Programme - RISE (RISE Programme, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MLTBLS5U 2486141:YZJXIQAE

Guidance for Teachers and Counselors during COVID-19 and Other Crises - Rock, Sarah; Gilgoff, Rachel (Rock Results, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XBM84IDN 2486141:NGLMKGK2

Education technology in developing countries: A systematic review - Rodriguez-Segura, D (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:IIM2UEGJ
Keywords: _genre:LR-literature_review

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (World Bank Research Observer, 2020)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkab011 4804264:EEWXI49B
Keywords: ACCESS TO TECHNOLOGY; EDTECH; EMERGENCE OF EDUCATIONAL TECHNOLOGY; Final_citation; INNOVATION; cited; existing

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (World Bank Research Observer, 2020)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkab011 2129771:BJD97I3V 4426965:SWZRTPBC 4804264:EEWXI49B
Keywords: ACCESS TO TECHNOLOGY; EDTECH; EMERGENCE OF EDUCATIONAL TECHNOLOGY; INNOVATION

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:U44EAVHV 2405685:KJU6N64C 2405685:WFJZTGQZ
Keywords: C:Kenya / Rwanda; _C:Kenya KEN; _C:Rwanda RWA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The EdTech Report 2019/20 - The Growth of Technology in Education | RS Components - RS (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:VDFE45JF

The June 16 Soweto Youth Uprising | South African History Online - SA History Online (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J2DKEAVN

Gemeinsam Gestalten: Migration aus Afrika nach Europa - Sachverständigenrat deutscher Stiftungen für Integration und Migration (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:RI23SWS9 2486141:SMWYQNAY

COVID's Lessons for Global Higher Education: Coping with the Present While Building a More Equitable Future. - Salmi, Jamil (Lumina foundation, 2020)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:MB8M8YIP
Keywords: Final_citation; ⛔ No DOI found

Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs) - Samsonova, Olga (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:69SFGJ7H
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:Jordan JOR; _C:Sweden SWE; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Managing the human–chatbot divide: how service scripts influence service experience - Sands, Sean; Ferraro, Carla; Campbell, Colin; Tsao, Hsiu-Yuan (Journal of Service Management, 2020)
Publisher: Emerald Publishing Limited

Transnationale Qualifizierungs- und Mobilitätspartnerschaften (tQMP): - Sauer, Michael; Volarevic, Jurica (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:UHFUE5CR 2486141:RHPMF3M2
Keywords: ⛔ No DOI found

Averting an Education Catastrophe for the World’s Children - Save Our Future (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M3JMIDZW

Impact Report - Save Our Future (2020)

Exploring How Preschoolers Use IPads to Develop Phonemic Awareness: A Case Study - Scalf, Patricia Pounds (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:7JRLN7CC
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Croatia HRV; _C:Germany DEU; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Artificial intelligence-based conversational agents for chronic conditions: systematic literature review - Schachner, Theresa; Keller, Roman; v Wangenheim, Florian (Journal of medical Internet research, 2020)
Publisher: JMIR Publications Toronto, Canada

Teacher leadership: A systematic review, methodological quality assessment and conceptual framework - Schott, Carina; van Roekel, Henrico; Tummers, Lars G. (Educational Research Review, 2020)
Publisher: Elsevier

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
KerkoCite.ItemAlsoKnownAs: 2129771:RL878DF9 2129771:Z662SPQU 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8
Keywords: ⛔ No DOI found

Design Thinking for Educators - Designers Workbook (Arabic) - Schurr, Michael (2020)
WrongDOI:10.5281/zenodo.3552082 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3701368 2129771:6C29V955 2292090:6BPDR7IP
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Designers Workbook (English/Arabic) - Schurr, Michael (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3733139 2129771:IBXYN87I 2292090:VYFQYW6J
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (Arabic) - Schurr, Michael (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3229155 2129771:ZXNWN29J 2292090:SYDTZ77Y
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (English/Arabic) - Schurr, Michael (2020)
DOI_for_Arabic: 10.5281/zenodo.3229155 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3552082 2129771:AQ34Y769 2129771:P3JFFVZV 2292090:L73VUUAN 2292090:Q2YMRHS2
Keywords: _r:ImportedToMyEducationEvidence

Teacher recruitment and retention: A critical review of international evidence of most promising interventions - See, Beng Huat; Morris, Rebecca; Gorard, Stephen; Kokotsaki, Dimitra; Abdi, Sophia (Education Sciences, 2020)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 2129771:ND7GI7XC 2129771:ULNMTEUF

Machines as teammates: a research agenda on AI in team collaboration - Seeber, I.; Bittner, E.; Briggs, R.O. (Information & Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.im.2019.103174 2129771:RDIGWY8X 2486141:98655IKN

Education service transformation in Sierra Leone: Where policy meets the people - Sengeh, David (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:GWGDR5N4 2339240:Y5AL4GBH 2405685:CL5T3HVF
Keywords: _C:Sierra Leone SLE

Transforming education service delivery in Sierra Leone: from evidence to action - Sengeh, David Moinina; May-Wilson, Hannah (Global Partnership for Education, 2020)
Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.
KerkoCite.ItemAlsoKnownAs: 2129771:UJIW9JVC 2339240:BFQBRATB 2405685:PS758V8V
Keywords: _C:Sierra Leone SLE

Assistive technology for students with visual disability in schools for the blind in Delhi - Senjam, Suraj Singh; Foster, Allen; Bascaran, Covadonga; Vashist, Praveen; Gupta, Vivek (Disability and Rehabilitation: Assistive Technology, 2020)
Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17483107.2019.1604829 KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1604829 2129771:URCS73JL 2339240:4RW4RDTW 2405685:W56E2AD8
Keywords: Assistive technology; awareness; blind schools; utilization; visual disability

Meta-analysis as a response to the replication crisis. - Sharpe, Donald; Poets, Sarena (Canadian Psychology/Psychologie Canadienne, 2020)
Publisher: Educational Publishing Foundation

Saint Lucia - Sheldon, AnnaMarie L (stateuniversity.com, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:DKD22AH8 2486141:46UJI5WP

An Integrative Literature Review on Sex Education Programs for Korean College Students - Shin, Hyewon; Lee, Jung Min; Min, Hye Young (The Journal of Korean Academic Society of Nursing Education, 2020)
Publisher: The Korean Academic Society of Nursing Education KerkoCite.ItemAlsoKnownAs: 10.5977/jkasne.2020.26.1.78 2129771:8IPVZF74
Keywords: __C:filed:1